300 words
For my intervention, I will focus on a Year 1 unit, “Creative Identities.” As a part of this Unit, students are (hypothetically) given a brand to design for, but they are also expected to combine their given brand with their own Identity (or aspect of their identity). Essentially, creating a new hybrid collection based on both aspects. Over my two years teaching this unit, I’ve noted a tendency among students to hesitate in fully embracing their identities within their coursework. While they exhibit enthusiasm in exploring established brands, they encounter difficulty in discerning which aspects of their own identity to centre their focus on. Often, they choose topics loosely connected to their interests without a clear alignment with the assignment’s objectives. For instance, this year, some students have chosen to explore sea creatures due to a general affinity for marine life. In my view, this reflects a missed opportunity for students to engage deeply with the assignment brief and to utilise the platform for self-exploration and personal growth.
To rectify this issue, I will focus on culturally responsive teaching. By educating myself I will be more able to understand the diverse backgrounds and experiences of my students so I can tailor my teaching methods to meet the student’s needs. This might involve incorporating culturally relevant examples, using diverse teaching strategies, and nurturing a classroom environment where all students feel valued and respected.
Secondly, I will try to promote empathy and understanding within the classroom. I hope to create a classroom community where differences are celebrated rather than ignored or marginalised by fostering empathy and understanding among the students and staff. This can help students develop empathy for others and become more socially conscious individuals. An example of this could be celebrating an event relating to a specific faith or acknowledging notable important days celebrated within different cultures.
References –
- Singh, G. (2022). Diversity and Inclusion in Higher Education. Post 16 Educator, 109. Downloadable from https://www.linkedin.com/in/gurnam-singh-9b21901a/
- Singh, G. (2020) ‘Dehumanisation and education’ Article version of a talk given at a Coventry University UCU Teach-Out Event on 27/1/20. Post16 Educator. Issue 99, April to June 2020 http://post16educator.org.uk/resources/archive/99/PSE-99-Singh-only.pdf
- Ladson-Billings, G. (1995). “Toward a theory of culturally relevant pedagogy.” American Educational Research Journal, 32(3). https://chatgpt.com/c/14bcfdaa-9272-476f-942f-ae72b3e6ae28
- Gay, G. (2002). “Preparing for culturally responsive teaching.” Journal of Teacher Education, 53(2), 106-116.
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://middlegradesnetwork.pbworks.com/f/Preparing%20for%20Culturally%20Responsive%20Teaching%20(2002%2C%20Gay).pdf
- Villegas, A. M., & Lucas, T. (2002). “Preparing culturally responsive teachers: Rethinking the curriculum.” Journal of Teacher Education, 53(1). https://www.researchgate.net/publication/237699170_Preparing_Culturally_Responsive_Teachers_Rethinking_the_Curriculum
- Banks, J. A. (2008). “Diversity, group identity, and citizenship education in a global age.” Educational Researcher, 37(3). https://journals.sagepub.com/doi/10.3102/0013189X08317501
- Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). “Educators’ social and emotional skills vital to learning.” Phi Delta Kappan, 94(8)
https://www.nationalresilienceresource.com/Education/Educators_social_and_emotional_skills.pdf