Promoting Diversity and Culturally Responsive Pedagogy in Higher Education

Pervin Oya Taneri; Özlem Yeşim Özbek

doi:10.46778/goputeb.1333036

EN TR

Promoting Diversity and Culturally Responsive Pedagogy in Higher Education

Abstract

A student's contribution to and performance in the classroom should be taken into consideration when making decisions about their academic success, not their race, ethnicity, ancestry, gender, belief system, age, sexual preference, or physical or mental condition. Today, there is growing interest in culturally responsive education as a result of increasing student diversity and educators' efforts to provide a more inclusive and equitable educational experience that can respond to this diversity. This study aims to identify the pedagogical approaches and the cultural sensitivity of these approaches that determine how academics connect with, relate to, and teach their culturally and racially diverse students. The data from this phenomenological study were obtained through focus-group interviews with six faculty members working in various higher education institutions. The findings show that faculty members' knowledge of culturally responsive teaching and teaching strategies is inadequate. According to the participants, exams, crowded classrooms, teaching materials, and societal perceptions are the main barriers to achieving culturally responsive education. To reach all students and ensure their success, it is expected that this study will give faculty members insight into how to develop inclusive skills, positive attitudes, and culturally sensitive pedagogy.

Keywords

Diversity , Respect for Differences , Culturally Responsive Pedagogy , Egalitarian Education , Social Justice

Yükseköğretimde Çeşitliliği ve Kültürlere Duyarlı Pedagojiyi Teşvik Etmek

Öz

Bir öğrencinin akademik başarısı hakkında karar verilirken ırkı, ulusal kökeni, cinsiyeti, dini, yaşı, cinsel yönelimi, sağlığı veya engelliliği değil, sınıfa katkısı ve sınıftaki performansı dikkate alınmalıdır. Günümüzde artan öğrenci çeşitliliği ve eğitimcilerin bu çeşitliliğine cevap verebilecek daha kapsayıcı ve eşitlikçi bir eğitim deneyimi sunma çabalarının bir sonucu olarak kültüre duyarlı eğitime yönelik ilgi artmaktadır. Bu çalışma, akademisyenlerin kültürel ve etnik açıdan farklılık ve çeşitlilik gösteren öğrencilerine nasıl öğrettiklerini, onlarla etkileşim ve ilişki kurma biçimlerini belirleyen pedagojik yaklaşımlarını ve bu yaklaşımların kültürel duyarlıklarını ortaya çıkarmayı amaçlamaktadır. Bu olgu bilimsel çalışmanın verileri farklı yükseköğrenim kurumlarında görev yapmakta olan altı öğretim üyesiyle yapılan odak-grup görüşmesi yoluyla elde edilmiştir. Bulgular öğretim üyelerinin kültürlere duyarlı öğretim ve öğretim stratejileri hakkında sınırlı bir anlayışa sahip olduğunu göstermektedir. Katılımcılara göre, sınavlar, kalabalık sınıflar, öğretim materyalleri ve toplumsal algılar, kültürel açıdan duyarlı bir eğitim elde etmenin önündeki ana engellerdir. Bu çalışmanın, öğretim üyelerinin tüm öğrencilere ulaşmak ve başarılarını sağlamak için kapsayıcılık yetkinlikleri, olumlu tutumlar ve kültürel olarak duyarlı pedagoji geliştirmelerine yardımcı olması beklenmektedir.

Anahtar Kelimeler

Çeşitlilik , Farklılıklara Saygı , Kültürlere Duyarlı Pedagoji , Eşitlikçi Eğitim , Sosyal Adalet

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Details

Primary Language

English

Subjects

Higher Education Studies (Other)

Journal Section

Research Article

Authors

Pervin Oya Taneri ^*
0000-0003-3482-3868
Türkiye

Özlem Yeşim Özbek
0000-0002-4222-4040
Türkiye

Publication Date

October 31, 2023

Submission Date

July 26, 2023

Acceptance Date

September 7, 2023

Published in Issue

Year 2023 Volume: 2023 Number: 21

DOI

https://doi.org/10.46778/goputeb.1333036

IZ

https://izlik.org/JA37FY76FW

APA

Taneri, P. O., & Özbek, Ö. Y. (2023). Promoting Diversity and Culturally Responsive Pedagogy in Higher Education. International Journal of Turkish Education Sciences, 2023(21), 765-813. https://doi.org/10.46778/goputeb.1333036

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Milli Eğitim Dergisi

https://doi.org/10.37669/milliegitim.1586204

The pedagogical realities of English medium instruction: Faculty members’ experiences of teaching and professional development

European Educational Research Journal

https://doi.org/10.1177/14749041251377120