Promoting Equity and Diversity in Teaching

This assignment examines the crucial role of equity and diversity in education. It emphasizes the need for common language, understanding individual learning needs, and honoring cultural aspects to foster inclusive classrooms. The text highlights the responsibilities of educators in promoting equitable and diverse teaching practices that benefit both learners and teachers.

Running head: Impact of culture, language, religious diversity 1
Impact of culture, language, religious diversity and socio-economic levels on student’s learning
Name
Institutional Affiliation

Impact of culture, language, religious diversity 2
Impact of culture, language, religious diversity and socio-economic levels on student’s learning
Research shows that children achieve positive learning outcomes when their abilities,
diverse strengths and cultural practices are understood and supported. Respecting and valuing
diversity in terms of culture, religion, social class and language is vital for the children to
develop a strong sense of identity. The principles of diversity and equity are closely linked to the
aspect of children’s development of a strong sense of identity and wellbeing. The learning
providers are supposed to engage learners in a manner that values their identity to boost their
self-esteem and communication abilities (Taylor & & Sobel, 2001). It also enhances their
understanding of various learning processes. Teaching practice requires the need to identify and
respond to the individual interests, abilities and strengths of the learners. In addition, the teachers
are supposed to engage pedagogical teaching practices that do not create a disadvantage to a
learner on account of their social class, religious diversity, culture or language.
Social justice perspectives in teaching practice
Social justice stands for the idea of existence of a just relationship between the society
and an individual. Factors such as wealth distribution, social privileges as well as personal
activity opportunities determine the presence of social justice in a society (Marton, 2018). In
teaching practices, teachers should work with students so that issues such as global citizenship,
human rights and social justice can be addressed. It is upon the teacher to employ effective
teaching techniques to ensure learners understand various topics. Apart from teaching, the
teachers can ascertain the impact of their teaching techniques through observing the learning
outcomes (Parkay, Stanford, & & Gougeon, 2010). All these processes must be cognizant of the
socio-economic diversity of the learners to enhance equality in the learning process. Thus the

Impact of culture, language, religious diversity 3
teachers should do a background check on the socio-economic status of the respective learners
and limit their teaching practice to aspects of learning.
The socio-cultural theory states that the learning processes are constructed and actively
conveyed through social experiences (Causey, Thomas, & & Armento, 2000). In that regard,
literacy can be termed as a social interaction and a historical construction that keeps on evolving
in accordance to environmental evolution. Therefore, literacy has a wider scope than a having
superficial contacts with the print. It is a comprehension of how to manipulate concepts and
words as well as the daily social interactions. In order to instill elements of social justice in the
learning processes, the curriculums are designed in a manner that acknowledges a core set of
shared values in a pluralist society (Hollins & & Guzman, 2005). A teacher is therefore supposed
to purse this objective by investigating the barriers to student’s learning outcomes and employing
the teaching and assessment strategies fairly to avoid profiling any student on account of their
socio-economic level. By that doing, they are deemed to have served social justice in their
teaching practice.
Culture
Culture plays an important role in defining an individual. Thus, human beings cannot be
independent of their culture and society. The basic aspects of human cognitive development
depends on the how an individual was raised including the language and culture. Culture refers
to the way individual groups of people organize their lives within urban or rural neighborhoods,
national or ethnic groups as well as in organizations and professions (Wright 2017). The culture
increases the way we view and understand the world as well as how we communicate with each
other. In that regard, culture determines the teaching and learning styles. It is incumbent upon
the educators to acknowledge the fact that leaders are not always the same. Despite that, is a

Impact of culture, language, religious diversity 4
matter of public knowledge that educators treat all the learners in an equal manner despite the
fact that there is cultural diversity from within? Addressing the cultural differences in the
learning processes is both important and controversial because there is an increase in diverse
population of students who attend educative programs (Bryan, 2002). Teachers must stay at the
forefront in advocating the equity in the learning processes and avoid stereotyping any particular
student on account their cultural background. Culture can be used to instill elements of identity
and self-confidence among the learners. Their culture contributes largely to their behavior and
beliefs and a n educator who acknowledges the cultural diversity of his/her students, stand a
better chance to receive maximum cooperation from the students in the learning processes and
possibly record a high number of favorable learning outcomes (Bryan 2002). After
understanding the cultural norms of every student the educator has an obligation of honoring the
cultural aspects of every member of that particular class
Language
Language is important aspect in communication in learning and teaching practices.
Educators are supposed to use a unifying language that is fairly understood by all the participants
in a learning set up. Any language that is aimed at targeting a certain group of people while
excluding others cannot be considered as a unifying language (Bryan, 2002). Educators must
strive to ensure there is equal distribution. Teachers must dis associate with terms and quotes that
appear derogatory to any groups in their teaching practice
For a teaching practice to address issue of equity and diversity, it must be conducted in a
manner that improves the welfare of not only learners, but also the experiences of the educators
(De Troyer, Broeckhoven, & F., 2017). By embracing common language in the teaching practice
as well as understanding the individual and collective learning needs of the students in order to

Impact of culture, language, religious diversity 5
address them in the teaching practice. Similarly, honoring the individual cultural aspects of the
learners and engaging them on many issues regarding their life is an important aspect of
embracing diversity because learners feel as being part of the wider learning process regardless
of their background

Impact of culture, language, religious diversity 6
References
Bryan, L. A. (2002). Teacher beliefs and cultural models: A challenge for science teacher
preparation programs.. Science Education, 86(6), 821-839.
Causey, V. E., Thomas, C. D., & & Armento, B. J. (2000). Cultural diversity is basically a
foreign term to me: The challenges of diversity for preservice teacher education .
Chicago: Teaching and teacher education.
De Troyer, O., Broeckhoven, V., & F., &. V. (2017). Linking serious game narratives with
pedagogical theories and pedagogical design strategies. Journal of Computing in Higher
Education, 1-25.
Hollins, E. R., & & Guzman, M. T. (2005). Research on preparing teachers for diverse
populations. Studying teacher education: 477, 548. AERA panel on research and teacher
education.
Marton, F. (2018). Towards a pedagogical theory of learning. In Deep Active Learning (pp. 59-
77). Singapore: Springer.
Parkay, F. W., Stanford, B. H., & & Gougeon, T. D. (2010). Becoming a teacher (pp. 432-462).
Upper Saddle River, New Jersey: Pearson/Merrill.
Taylor, S. V., & & Sobel, D. (2001). Addressing the discontinuity of students’ and teachers’
diversity: A preliminary study of preservice teachers’ beliefs and perceived skills. .
Teaching and teacher education, 17(4), 487-503.
Wright, K. S. (2017). Perceptions of Teachers on Their Preparedness to Teach Students in Low-
Income Urban Charter Schools in New Jersey. New Jersey.

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