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Promoting Diversity and Culturally Responsive Pedagogy in Higher Education

Yıl 2023, Cilt: 2023 Sayı: 21, 765 - 813, 31.10.2023
https://doi.org/10.46778/goputeb.1333036

Öz

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.

Kaynakça

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Yükseköğretimde Çeşitliliği ve Kültürlere Duyarlı Pedagojiyi Teşvik Etmek

Yıl 2023, Cilt: 2023 Sayı: 21, 765 - 813, 31.10.2023
https://doi.org/10.46778/goputeb.1333036

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.

Kaynakça

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  • Paris, D., Alim, H. S., Genishi, C., & Alvermann, D. E. (2017). Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. Teachers College Press.
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  • Polat, S. (2009). Öğretmen adaylarının çokkültürlü eğitime yönelik kişilik özellikleri [Preservice teachers' personality traits towards multicultural education]. International Online Journal of Educational Sciences, 1(1), 154-164.
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  • Sallan-Gül, S. & Gül, H. (2014). Türkiye’de yükseköğretimin gelişimi, güncel durumu ve eleştirisi. Toplum ve Demokrasi, 8 (17-18), 51-66.
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  • Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2),94-106, https:// doi.org/10.1177/0022487101052002002
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  • Taneri, P. O. (2021). Kuramdan uygulamaya kapsayıcı eğitim [Inclusive education from theory to practice]. Pegem Akademi.
  • Taneri, P. O. (2022). Kapsayıcı eğitimin anlamı, kapsamı, felsefesi ve uygulanışı meaning [The scope, philosophy and Implementation of inclusive education]. P. O. Taneri (Ed.). In Kapsayıcı Eğitim Uygulamaları: Çeşitlilikleri ve Farklılıkları Kucaklayan Kapsayıcı Çemberi Genişletme [Meaning, Scope, Philosophy and Implementation of Inclusive Education]. Eğiten Kitap Yayınevi.
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  • Türkiye İstatistik Kurumu (TÜİK) (2022). İstatistiklerle Female 2022. https://data.tuik.gov.tr/Bulten/Index?p=%C4%B0statistiklerle-Kad%C4%B1n-2022-49668&dil=1 Vogt, L., Jordan, C., & Tharp, R. (1987). Explaining school failure, producing school success: Two cases. Anthropology and Education Quarterly, 18, 276-286. https://doi.org/10.1525/aeq.1987.18.4.04x0019s
  • Warren, S. R. (2002). Stories from the classroom: How expectations and efficacy of diverse teachers affect the academic performance of children in poor urban schools. Educational Horizons, 80, 109–116. https://www.jstor.org/stable/42927110
  • Will, M., & Najarro, I. (2022). What ıs culturally responsive teaching? Education Week. https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04
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  • Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91. https://www.jstor.org/stable/42927110
Toplam 115 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Yükseköğretim Çalışmaları (Diğer)
Bölüm Makaleler
Yazarlar

Pervin Oya Taneri 0000-0003-3482-3868

Özlem Yeşim Özbek 0000-0002-4222-4040

Yayımlanma Tarihi 31 Ekim 2023
Gönderilme Tarihi 26 Temmuz 2023
Kabul Tarihi 7 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 2023 Sayı: 21

Kaynak Göster

APA Taneri, P. O., & Özbek, Ö. . Y. (2023). Promoting Diversity and Culturally Responsive Pedagogy in Higher Education. Uluslararası Türk Eğitim Bilimleri Dergisi, 2023(21), 765-813. https://doi.org/10.46778/goputeb.1333036