Classroom or Clashroom? Learners’ Diversity and Construction of LearnersArdian Setiawan
We [teachers] tend to perceive classroom as a homogeneous venue consisting of homogeneous individuals. It's not! The presentation aims to make us [teachers] aware that classroom is a complex discourse which shapes the identity of learners and that teachers have 'power' to manage/direct the discourse.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
Classroom or Clashroom? Learners’ Diversity and Construction of LearnersArdian Setiawan
We [teachers] tend to perceive classroom as a homogeneous venue consisting of homogeneous individuals. It's not! The presentation aims to make us [teachers] aware that classroom is a complex discourse which shapes the identity of learners and that teachers have 'power' to manage/direct the discourse.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
This document defines diversity, social diversity, its dynamics and dimensions in terms of interpersonal intrapersonal, cultural and cross cultural aspect
How may a teacher help ALL students find a voice? How may s/he foster dialogues perhaps difficult dialogues in class? How may s/he prepare herself and be aware of her own perceptions and biases?
[This presentation was delivered at a Symposium by Center for Teaching and Learning, Illinois State University in 2017]
What are OUR Responsibilities as Educators in a Culturally Responsive Classroom? - To Create a POSITIVE Environment in the Classroom where ALL Students have the opportunity to be Successful
To Cultivate a climate of Respect and Dignity for ALL in the classroom To Be an Agent of Change
This document defines diversity, social diversity, its dynamics and dimensions in terms of interpersonal intrapersonal, cultural and cross cultural aspect
How may a teacher help ALL students find a voice? How may s/he foster dialogues perhaps difficult dialogues in class? How may s/he prepare herself and be aware of her own perceptions and biases?
[This presentation was delivered at a Symposium by Center for Teaching and Learning, Illinois State University in 2017]
What are OUR Responsibilities as Educators in a Culturally Responsive Classroom? - To Create a POSITIVE Environment in the Classroom where ALL Students have the opportunity to be Successful
To Cultivate a climate of Respect and Dignity for ALL in the classroom To Be an Agent of Change
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[Dr. Verma] Paper: Religious Ethics and Interfaith UnderstandingGlobalPeaceFoundation
Date: Dec. 5th 2013
Session: Creating Unity in Diversity in Asia: Including Others in Our Sphere of Moral Obligation
Speaker: Dr. M.M. Verma: President, Interfaith Foundation, India
Diversity is a hot topic right now. Before you dive into diversity and inclusion conversations, it’s important to understand the terms and words you use in these crucial conversations. Every organization tries to adopt new equity analysis tools to see how they’re doing from the employee’s perspective.
Refocusing the Social Studies Curriculum for Religious Tolerance, Unity and P...iosrjce
The state of peace and tolerance in Nigeria is gradually collapsing and the nation is gradually
disintegrating. The clamor by many eminent Nigerians for a sovereign national conference, spells doom for the
once united „giant of Africa‟. The unity and peaceful coexistence of Nigeria is under the threat of collapse by
the growing level of religious intolerance. The increase in religious conflicts has led to the loss and destruction
of many lives and properties. According to Williams (2004), religious intolerance seems to be the cause of most
wars and sufferings in the world. The on-going religious violence unleashed on many Nigerians especially in the
northern part of the country by the fundamental Islamic sects, the Jama‟atu Ahlis Sunna Lidda‟awati Wal-Jihad,
popularly known as Boko Haram‟s insurgency, mainly in northern Nigeria, has left more than 3,600 people dead
since 2009. There is an increasing need to unite the citizenry despite the odds against her peaceful coexistence.
There is need to ensure that Nigeria remains a united entity where all citizens will see themselves first as
Nigerians before seeing themselves in the light of their ethnic group or religious affiliations. Religious conflicts,
has caused a wide spread of suspicion and distrust among the various ethnic and religious groups in the country.
The increasing perception of some parts of the country as „dangerous‟ due to its restiveness, has led to
skepticism and suspicion, which inhibits cooperation (Otuenu 2011). This further confirms one of the
predictions implied in Huntington‟s (1996) thesis, that conflicts that occur on the fault lines between major
religions will run a higher risk of spreading across borders due to kinship alliances and intra-civilizations
solidarity. The inauguration of the council of Inter-religious harmony by the Federal government stands out as
one of the government‟s effort to ensure peace and stability within the adherents of the two major religions
(Christianity and Islam) in Nigeria. The Council of Inter-religious Harmony is co-headed by the president of the
Supreme Council of Islamic Affairs and the national president of the Christian Association of Nigeria. Despite
all efforts made by the government to ensure peace and stability within the country, there have been several
pockets of violent clashes among the followers of the two religious groups.
Supporting Diversity & Culture in Classrooms - Wilmaris Rodriguez VazquezWilmarisRodriguezVaz
In a classroom setting, both teachers and students must be equally involved in the strategies designed to ensure that all are able to learn in a culturally diverse environment.
1. Diversity in the Jamaican Society on
Religion
Done by: Kimberley Williams
& NickewhaWallace
Diversity in the Classroom
Access, Equality and Equity
2. Equity
"Equity derives from a concept of social justice. It
represents a belief that there are some things
which people should have, that there are basic
needs that should be fulfilled, that burdens and
rewards should not be spread too divergently
across the community, and that policy should be
directed with impartiality, fairness and justice
towards these ends." (Falk et al. 1993, p. 2)
3. Assess
entry or approach: a means of entering or
approaching a place.
opportunity for use: the opportunity or right to
experience or make use of something.
right to meet somebody: the opportunity to
meet somebody.
4. Equality
Equality is ensuring individuals or groups of
individuals are treated fairly and equally, specific
to their needs, including areas of race, gender,
disability, religion or belief, sexual orientation and
age.
Promoting equality should remove discrimination
in all of the aforementioned areas. Bullying,
harassment or victimization are also considered
as equality and diversity issues.
6. What is Diversity?
Diversity is the acceptance and respect. It means
understanding that each individual is unique and
recognizing our individual differences. These can
be along the dimensions of race, ethnicity,
gender, sexual orientation, socio-economic
status, age, physical abilities, religious beliefs,
political beliefs, or other ideologies.
Diversity is coming to an agreement in unity.
10. What is Religion?
A set of beliefs concerning the cause, nature, and purpose of the
universe, especially when considered as the creation of a
superhuman agency or agencies, usually involving devotional
and ritual observances, and often containing a moral code
governing the conduct of human affairs.
Still remains the most important single source of personal and
group identity. Muslims are the large majority of the population
of the Middle East and North Africa but there are also substantial
Christian populations in some countries , although the Jewish
population has dwindled considerably after the creation of Israel
in 1948. The relationship of Religion to other components of a
person’s identity, such as ethnicity and nationality, is rather
complex. As our book points out, Sunni Arabs in Iraq have been
fighting Sunni Kurds over possession of land and other assets
such as oil. So there is no guarantee that sharing the same
religion will automatically create solidarity. The map below
displays the general demography of the religious landscape in
11. Religions in the Jamaican
Society
These
symbols
represents
:
Christianit
y, Islam,
Hinduism
and
Judaism.
12. Functions of religion
Religion strengthens faith
Religion strengthens self-confidence
Religion promotes welfare
Religion has guidelines for human life
Provides members with sense of identity
13. What is Diversity of religion and
belief all about?
• Fact that multiple competing belief systems and
religions co-exist in society
• No one religion or belief system is the exclusive
or universal source of truth.
• The harmonious co-existence between followers
of diverse beliefs and religions is desirable
• The promotion of co-operation, tolerance, as well
as improved understanding and relationships
between different religions and belief systems is
key.
15. Diversity in the classroom on
Religion
It is important that students
learn about different
religions. Reason being, it
helps them learn how to
respect different religions
and respect their peers.
Learning about the
different religions is
important not only because
it is a part of embracing a
multicultural classroom but
also because so much of
the world’s history and
culture is based in religion.
It is important for students
to know about religion so
that they understand and
are able to live in a diverse
world.
17. Jamaica’s Diversity Profile on
Religion
Christianity
Hinduism
Judaism
Islam
These are the main religions
18. Issues of Diversity in Religion
The different religious backgrounds.
The religious different beliefs.
Racial/social
Prejudice/bias
19. Implication of the teacher in the
classroom
The teacher should not criticize a student
religious dress code.
Teachers should teach all religious group
equally.
The teacher should treat all students equally
no matter their religious background or
cultural background.
Teachers should not be bias towards his/her
students.
20. Managing diversity on religion in the
classroom
Each student must accepts their peers belief due to
different religious background.
Use group work and cooperative learning- that
works to improve relations and create friendships
between the to (2) sexes.
Value all children in your care and talk to them all
in the same tone of vice and use the same kind of
words.
Promote respect of life giving differences.
Eliminate sectarianism
Tolerance and respect of the various celebration
and dress code.
21. References
Ethnic and Religious Diversity. Retrieved
November 20,2013, from University of Notre
Dame, ovw.nd.edu.com
www.google.com
www.human-understanding.com
Random House Collegiate (2013)