Pedagogy for Diversity: Teaching Strategies for Diverse Classrooms

Running head: PEDAGOGY FOR DIVERSITY
PEDAGOGY FOR DIVERSITY
Name of the Student:
Name of the University:
Author’s Note:
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PEDAGOGY FOR DIVERSITY1
As opined by Banks (2015), the subject of pedagogy had undergone a substantial amount
of transformation in the present times in the face of the different important changes which had
taken place in the fields of learning or knowledge and the society. Lewis, Wheeler and Carter
(2017) are of the viewpoint that an important aspect of the modern classrooms is the fact that
they have become diverse in nature rather than merely comprising of individuals of the same
ethnicity or background. This is in complete contradiction to the earlier times wherein it was
seen that the classrooms were largely homogeneous in nature and thereby comprised of students
who belonged to the same cultural or social background (King, 2015). More importantly, as
discussed by Alismail (2016), the substantial increase in diversity of student with the classroom
setting has important implications for the teachers or for that matter the professors who are
imparting education to these students. For instance, they are required to not only respect the
diversity of the student or the cultural as well as the social traditions followed by the students
and thereby amend their teaching style. This essay intends to undertake an analysis of diversity
and inclusion within the classroom setting and the teaching strategies that the teachers are
required to adopt for the effective management of the same.
Wells, Fox and Cordova-Cobo (2016) are of the viewpoint that diversity and inclusion
had become an integral part of the modern classrooms because of the globalization of knowledge
as well as education. In this relation, it needs to be said that diversity within the framework of a
classroom denotes the different kinds of students from diverse cultural, social or ethnic
backgrounds who are a part of the same. More importantly, it had been seen in the present times
students from all walks of life are taking various kinds of educational courses which in turn had
substantially enhanced the diversity within the classroom setting of the different educational
institutions (Marcellino, 2015). However, the major problem arises because of the fact that
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PEDAGOGY FOR DIVERSITY2
despite the enhancement of the diversity of the classroom the teachers or for that matter the
professors are still taking the help of the traditional teaching methods which yielded success in
the particular context of the homogenous classroom (Messiou et al., 2016). Adding to this,
Hodge, Lieberman and Murata (2017) have noted that the usage of the traditional teaching
methods are no longer fruitful in the particular context of the modern classrooms and in the
majority of the cases it had been seen that the usage of the traditional teaching methods creates
various kinds of problems for the children. For instance, the children find it very difficult to
effectively grasp the things which are being taught to them because of the usage of the traditional
teaching methods.
As discussed by Moore (2018), the students who are a part of a diverse classroom setting
have different kinds of needs and their ability to effectively grasp the things which are being
taught to me greatly depends on the extent to which their needs are being fulfilled. Hodge,
Lieberman and Murata (2017) are of the viewpoint that one of the most important needs of the
students who are a part of the diverse classroom setting is the fact that their cultural traditions or
for that matter their social background would be respected as well as taken into account for the
teaching methods that is being followed by the teachers. In this relation, it needs to be said that
the learning style which is being followed by the students is greatly reliant on the cultural
background or for that matter the social background from which they hail. More importantly it is
likely that the teachers through the adequate usage of the cultural or for that matter the social
background of the students whom they are teaching would be able to provide the best quality
education to the students and help them to learn thing in a much better manner (Vaz et al., 2015).
Another important need of the students who are a part of the diverse classroom setting is the fact
that the teaching method which is being followed by the teachers in the classroom would be in
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