Teaching and Learning Practice for Promoting Equality and Diversity

This article discusses the strategies and practices adopted by a teacher to promote equality and diversity in the classroom and society. It highlights the impact of multicultural teaching methods and the importance of sensitization. The article also suggests collaborating with organizations to promote the Equality and Diversity Agenda.

Running head: TEACHING AND LEARNING PRACTICE
TEACHING AND LEARNING PRACTICE
Name of student:
Name of university:
Author note:

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TASK 1
Ans A.) United Kingdom has witnessed a hostile environment against the immigrants
for a long time. This is illustrated in the British Government’s decision to slash the incoming
of immigrants in 2019 (Leszczensky and Pink 2015). In a climate of extreme xenophobia, I
decided to chalk out certain strategies and implement them. Students from the minority
community felt safe and secured. Earlier they were reticent in articulating their opinion
fearing that they might offend the white British nationals. However, the transformation in the
classroom atmosphere has led these immigrant students to feel more comfortable and speak
their minds without any reluctance (Malinen et al. 2013). It also made the students interact
more with their peers who are of British origin that were earlier absent for a long time (Gay
2013). Their perpetual fear of being judged for their skin colour, accent and family lineage
was diluted. Students seem to be more confident about themselves and comfortable in their
own skin.
Ans B.) The five strategies that I adopted to promote equality and diversity in the
classroom are as follows- Firstly, I ensured that the teachers and the students should be
treated equally irrespective of their social location. Treating others with fairness and equality
creates is the first step towards equality. Secondly, while teaching I ensured that I avoid the
use of stereotypes to explain a concept. Incorporation of stereotypes to explain a phenomenon
generates and sustains prejudiced and biased image about different communities. Thirdly, I
planned the lessons in such a way that would manifest the diverse culture of the classroom
(Schachner et al 2016). This was achieved by incorporating illustrations from different parts
of the globe especially in History, Geography and English lessons so as the ethnic minorities
do not feel alienated. Fourthly, I used multi-cultural teaching method that would address
would appeal to the diverse student population. I incorporated rhymes, lullaby, vernacular
songs, audio-visual aids and documentaries that enabled students from different communities

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to feel a part of the class. Lastly, I encouraged students irrespective of their backgrounds to
share their journey on every Wednesday and Friday. This ensured that everyone knows each
other well and at the same time emboldened the ethnic minority students as well as introvert
students to speak.
TASK 2
Ans A). As an Equality and Diversity coordinator, I aim to collaborate with African
Caribbean Diversity, BECON and Department of International Development to promote the
Equality and Diversity Agenda. African Caribbean Diversity was established in 1990 with the
aim of promoting a dynamic organizational culture. I feel involving with this organization
would be beneficial for the students especially internship (Saunders and Rennie 2013). This
organization that works for the entry and mobility of ethnic minorities can engage in monthly
or weekly talks to motivate the ethnic minority students to not feel discouraged about their
future. The second organization that I plan to collaborate is BECON which is a Black And
Minority Ethnic race equality organization and fights against the discrimination and
exclusion faced by the ethnic minorities living in UK (Garner, Mahatmya, Brown, and Vesely
2014). Involvement of this organization on-board would ensure that minority students feel
more confident and optimistic about their career. Motivational speakers may also be invited
to inspire the students. Thirdly, my involvement with the Department of Equality and
diversity would ensure that adequate resource materials are provided to the minority students.
Scholarships and subsidies for the minority students will also be of great help and for the
promotion of diversity (Broadbent, Boyle and O’Brien 2015). Since, minority students are
also subjected to harassment and discrimination, the aid of the organization would be helpful
in creating awareness about the plight of minority students through performance arts.

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TASK 3
Ans A) The five key practises that I adopted as a teacher to promote equality and
diversity in classroom and in the larger society are as follows- Firstly, I ensured that all
students have equal access and opportunity for participation. This was in the context of
asking a question and providing equal opportunity for all the students in the classroom
(Banks 2015). Secondly, I would implement multi-cultural teaching methods that would
make students from different communities comfortable and feel at home. Using local
folklores, rhymes and local songs as part of the teaching curriculum to entrench diversity.
Thirdly, during communication with different members of the society I would ensure that I
do not encourage conversations on negative stereotypes that would reinforce negative image
about the minorities. Fourthly, I would ensure that the resources and teaching materials that I
use in the classroom do not offend the sentiments of the minority community. I would
encourage the students to share their feelings and engage in an egalitarian discussion (Wekke,
Ismail and Maimun 2016). Lastly, I would plan the classroom lessons in such a manner that
would capture the diversity of the classroom. I will incorporate illustrations from different
communities so that the ethnic minorities do not feel left out and feel as part of the class.
Ans B) Although my teaching practices are aimed at promoting inclusive, a culture of
equality and diversity, however I feel there are two major flaws that I can improvise upon.
Firstly, I can invite the parents of the ethnic minority children to share their lived
experiences. This will enable the students of British origin to understand the trials and
tribulations of the ethnic minorities. It will also encourage them to alter their views and forge
new relationships with their peers. It will also encourage them to understand their plight and
extend their helping hand. On the larger societal level, I can conduct street plays and organize

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workshops and seminars to sensitize the British population and bust their myth about the
ethnic minorities. This will also become an ice-breaking session and provide an opportunity
for the different communities to interact without boundaries and know each other.
Sensitization as an intervention was missing from my earlier five approaches.
Ans C) I feel that the incorporation of various strategies and practises would bridge
the boundaries among children who belong to diverse communities. I also feel that ethnic
minority students who live in a culture of fear and feel under-confident will feel motivated.
Along with motivation, these students will also feel empowered. However, my teaching
practices and pedagogy is not limited to ameliorating the lives of ethnic minorities but it also
made a profound impact on the white British students. They became sensitized about the
plight of the ethnic minorities and this will foster a positive change in their lives. The
incorporation of multi-ethnic teaching curriculum and teaching methods would will bring a
new dimension to the classroom culture. It will create awareness about the uniqueness of
different cultures and create respect towards another culture. The elimination of negative
stereotypes would obviate from the creation and perpetuation of stereotypes about the
minority groups and create a equal and just society.

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References and bibliography
Banks, J.A., 2015. Cultural diversity and education. Routledge.
Broadbent, C., Boyle, M. and O’Brien, S., 2015. Transforming 33 teaching and learning
practices in schools through effective leadership, partnerships and career sensitive
professional learning. Teachin for Tomorrow Today, p.237.
Durden, T.R., Escalante, E. and Blitch, K., 2015. Start with us! Culturally relevant pedagogy
in the preschool classroom. Early Childhood Education Journal, 43(3), pp.223-232.
Gay, G., 2013. Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), pp.48-
70.Grisham-Brown, Jennifer, Mary Louise Hemmeter, and Kristie Pretti-Frontczak. Blended
practices for teaching young children in inclusive settings. Brookes Publishing Company,
2017.
Garner, P.W., Mahatmya, D., Brown, E.L. and Vesely, C.K., 2014. Promoting desirable
outcomes among culturally and ethnically diverse children in social emotional learning
programs: A multilevel heuristic model. Educational Psychology Review, 26(1), pp.165-189.
Leszczensky, L. and Pink, S., 2015. Ethnic segregation of friendship networks in school:
Testing a rational-choice argument of differences in ethnic homophily between classroom-
and grade-level networks. Social Networks, 42, pp.18-26.
Malinen, O.P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N. and Tlale, D., 2013.
Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching
and Teacher Education, 33, pp.34-44.Oswick, Cliff, and Mike Noon. "Discourses of
diversity, equality and inclusion: trenchant formulations or transient fashions?." British
Journal of Management 25.1 (2014): 23-39.

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Saunders, K.J. and Rennie, L.J., 2013. A pedagogical model for ethical inquiry into
socioscientific issues in science. Research in Science Education, 43(1), pp.253-
274.Schachner, Maja K., et al. "Cultural diversity climate and psychological adjustment at
school—equality and inclusion versus cultural pluralism." Child development 87.4 (2016):
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Schachner, M.K., Noack, P., Van de Vijver, F.J. and Eckstein, K., 2016. Cultural diversity
climate and psychological adjustment at school—equality and inclusion versus cultural
pluralism. Child development, 87(4), pp.1175-1191.
Wekke, I.S. and Lubis, M.A., 2016. A Multicultural approach in Arabic language teaching:
creating equality at Indonesian pesantren classroom life. Sosiohumanika, 1(2).