Educational Leadership: Cross-Cultural Classroom Scenarios Analysis

This essay delves into the multifaceted realm of educational leadership, focusing on the dynamic landscape of diverse classrooms. It examines the crucial role of teaching methodologies in navigating cross-cultural scenarios, emphasizing the importance of equity and inclusivity. The paper draws insights from five academic journals, exploring the Equity and Inclusive Education framework in Ontario schools, which aims to provide equal learning opportunities for all students. It further investigates how teachers can integrate culture into the curriculum, foster critical thinking skills, and address issues of transgender subjectivities through film analysis. The essay also highlights the significance of understanding aboriginal perspectives and knowledge in pedagogical approaches, emphasizing the need for collaboration with aboriginal communities. It underscores the importance of teacher readiness, a collaborative classroom environment, and advanced educational frameworks in developing educational leadership attributes. The essay concludes by emphasizing the pivotal role of educators' personal perceptions and students' ability to embrace a liberal environment in fostering successful educational outcomes.

Running head: EDUCATIONAL LEADERSHIP
Educational Leadership
Name of the university
Name of the student
Author note

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Introduction
The following paper intends to highlight teaching methodologies in different
classroom scenario with the reference of five different academic journals. In this due course,
the current classroom scenario will be discussed where cultural diversity is high. The
education system is rapidly changing itself to support educators in case of managing a diverse
classroom decorum. The next paper researches over practices of teachers and how they have
prepared themselves to engage culture within the curriculum in such a culturally
heterogeneous scenario. Moreover, supporting papers examine policies of enhancing
students’ critical thinking skills have been discussed as well within a classroom where
pedagogical strategies have been discussed to make students aware of Transgender
subjectivities in films. As such critical thinking skill develops from the early stage of student
life kindergarten practices are important in such cases. This are the ways applying which
diverse situations can be handled. It has been noticed that along with cultural diversity
students are coming from aboriginal community as well. Such tendency is influencing current
pedagogical structure as well. All these situations can be dealt with traits of leadership within
this dynamic classroom scenario.
Overview of academic resources
According to Schools (2013), schools of Ontario have opted for educational
framework called Equity and Inclusive Education to remove practices of discrimination based
on cultural and socio-economic background. The goal of such policy revision is to provide
equal learning opportunities to students irrespective of their strengths, varied requirements
and interests. Along with that it ensures their wellbeing across Ontario. Apart from applying
pedagogies addressing differences, culture is considered itself as a resource of learning. It

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does not mean cultural celebration only, developing interpersonal respect and maintaining a
hustle free relationship even within complexities helps to apply pedagogies properly.
These pedagogies have been proven to have three different dimension to approach
students. As per institutional dimension, it helps in developing policies within formal
procedure of that particular institution. Personal dimension is dependent on educators’ mind-
set regarding different culture and their knowledge regarding the need of culturally diverse
classroom scenario. On the other hand, instructional dimension states to develop an
environment where learners can communicate with the educators and both of them are
respectful to their different identities. In order to support such a classroom, there are certain
characteristics which are needed to accomplish the goals. An educator must have socio-
cultural consciousness to understand the impact over individual social experience and
obtaining opportunities. Educators, if perceive themselves as the catalyst of negotiating a
change within society, a changing attitude is going to make the classroom practices better in
future. No matter from which background a student belongs, an educator must hold neutral
views for all of them and motivate fellow students to do the same. Such pedagogies will
deliver successful results only if teaching practices have been aligned with such attitude,
through development of student knowledge and motivate learners to be involved with own
interests. In a nutshell, it can be rightfully stated that, the role of an educator is to contribute
towards making change by addressing all the differences within classroom positively. In
order to do that, not only they have to overcome their personal boundary of rigid perception,
but also exploring such attributes they need to enhance opportunities of learning for students
from diverse cultural background.

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It has been noticed that 21st century school culture is under the trend of increasing
student diversity within classroom. The last two decades are noticeable for increasing
students’ diversity both in terms of culturally and linguistically. However, researchers
suggest that a tendency among educators has been noticed that they are not being adequately
informed about diverse need, interest and knowledge of students. It is significant to develop
professional edge as a teacher as far as handling a diverse classroom is concerned. Not only
the curriculum and practices to engage students with activities, but also contemporary
classroom structure demands teachers’ readiness to establish connection between family
members and school teachers. The study of Murry (2012), introduces eco cultural strategies
to enhance readiness of teachers. The approach emphasizes on developing support networks
to adjust within diversity. According to this theory competency of students increases only if
family support has been provided along with teachers’ capability of treating them right.
Apart from different cultural and lingual diversity, pedagogical strategies must be
develop to understand the procedure of students’ critical thinking skill with the help of films
where the subject is transgender community. As rightfully argued by Nicolazzo (2014),
students’ critical analysis skills can be improved within a critical setting of pedagogies using
films where equity of marginal population has been promoted among learners. The films are
mirror of the contemporary society and beliefs. Wherever a transgender character is being
portrayed on screen, audiences face problems regarding acceptance of the character due to
unable to understand their sexual orientation. It questions their identity and details about
queer community. Educators use such complicated, multi-layered examples to generate better
critical thinking skill among students. These kind of multimodal techniques help teachers to
initiate conversations about gender identity, expression of sexual orientation, liberation of
thoughts and social co-existence to influence students and be more open minded. It depends
on learners’ perspective as well and their choice of medias. By watching multi-layered,

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meaningful films they can explore hidden sectors of human phycology and enhance
knowledge about outer world.
According to Harrison and Greenfield (2011), a research conducted over 12 schools
of New South Wales evaluates the role of those schools in case of applying pedagogies
within a classroom where major student population is from aboriginal communities. In order
to handle such situations, aboriginal perspective and knowledge is necessary to apply over
curriculum. The goal of pedagogical approaches will be to minimize aboriginal stereotypes to
enhance cultural exchanges. The findings suggests culture of collaboration with the native
aboriginal community and school committee will contribute positively to the exchanges
which has been mentioned before. Occasionally, teachers regret that Australia does not have
that educational infrastructure to educate teachers about aboriginal culture. Therefore, it is
justified that why principals among various schools are approaching teachers to join TAFE
courses to enhance their competence regarding cultural differences. Apart from the teaching
faculty, staffs of schools are provided with such trainings to make them aware with
contemporary practices of schools aligning with aboriginal interests. Acknowledging culture
as a resource of education, interaction of schools with aboriginal community has been
increased. According to the same study, it can be stated that process will be more effective if
aboriginal elders, parents and officers show interests to be involved with the mainstream
curriculum. As aboriginality comes from the place itself, regional connections and
perspectives are important in such case.
In order to acknowledge students, as supported by Ginsberg (2015), as per cultural
and lingual background educators should take the responsibility to create a classroom ideal
for learning. Major cultural themes come from promoting assistance. Besides, a person’s
value has been decided by capability of production not by the cultural history. Learners and
educators should be allowed to express their opinion. The more open minded the classes will

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be, the learning atmosphere will be more flexible of learning and sharing knowledge with
each other. Students can react differently, while functioning within such scenario. Hence, the
collaborative classroom scenario where culture is considered as one of the resources of
learning, is the ideal place for developing academic excellence.
Therefore, discussing all the five references two of the major facts are teachers’
readiness to address diverse nature of students and students’ approach to understand
different methodologies will make the entire agenda successful. Training sessions must be
provided to teachers in order make them competent to handle cross cultural classroom
environment. Moreover, a collaborative classroom scenario and advanced educational
framework will help to develop attributes of educational leadership among educators.
Conclusion
To conclude, it can be stated rightfully that the two main take ways are definitely role
of educators’ personal perception plays a major role while eliminating discriminating
practices from cross cultural classroom scenario. Another fact is students’ reaction and
capability of accepting the liberal environment will determine their future regarding capturing
opportunities. In this context, involving aboriginal and families from different lingual
background supports the entire academic curriculum of students and help them to observe
learning process more precisely. Taking away the essence of all the five references mentioned
above, it can be said that acceptable, open-minded nature also attributes like punctuality
shows their interest and responsibility.

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References
Ginsberg, M. B. (2015). Making diverse classrooms safer for learning. Culturally Diverse
Classrooms, 72(6).
Harrison, N., & Greenfield, M. (2011). Relationship to place: Positioning Aboriginal
knowledge and perspectives in classroom pedagogies. Critical studies in
education, 52(1), 65-76.
Murry, K. (2012). Cognitive development, global learning, and academic progress:
Promoting teacher readiness for CLD students and families. Journal of Curriculum
and Instruction, 6(1), 11-24.
Nicolazzo, Z. (2014). Celluloid marginalization: Pedagogical strategies for increasing
students’ critical thought through the multiple (re) readings of trans* subjectivities in
film. Journal of LGBT Youth, 11(1), 20-39.
Schools, O. (2013). Culturally responsive pedagogy: Towards equity and inclusivity in
Ontario schools. Ontario Schools Online. Retrieved from: http://url. ie/z4nf.