EDUP 3073

Tutorial for Week 5

Aqeela, Adila & Asyiqin
Role and implications of socio-cultural diversity from the
perspective of student

International Conference on Learner Diversity 2010

Ethnic Boundary among Students in Malaysian Primary Schools and
Social Interaction: A Conceptual Framework
Yasmin Ahmada,*, Najeemah Mohd Yusofa
School of Educational Studies, Universiti Sains Malaysia, 11800, Penang, Malaysia
The dimensions of multicultural education

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First, content integration which is referring to expanding the curriculum acknowledge the
experiences and contributions of diverse groups. Second, knowledge construction is about
helping students understand how people create beliefs based on their own cultural
biographies.
Third, pedagogy is referring to use strategies that lead to higher achievement for students of
all races. Forth, prejudice reduction is helping students develop more positive attitudes
about people of different races and ethnicities. Finally, an empowering school culture is
about examining the impact of school policies, such as academic tracking and discipline
referrals on students from different backgrounds.

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 Thinking,
Implication feeling &
behaving

Culture & Language

Pupils
Heritage - dialects
- 2 or more
standard
languages

Learning
styles

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Role and implications of socio-cultural diversity from the
perspective of teacher

TEACHERS’ PERSPECTIVES AND INSTRUCTIONAL STRATEGIES IN

MUTLICULTRAL DIVERSE CLASSROOMS
Sabah Hoosein
Diversity and Teachers Beliefs and Perspectives
Spradly and McCurdly (1984) believe that teachers’ beliefs are shaped by their
experiences and backgrounds and that these affect their teaching practices.
- Culture and the contemporary world.
We tend to think that the norm we follow represents the “natural” way human beings
do things. Those who behave otherwise are judged morally wrong.
Teachers originated their beliefs about teaching and diversity from their personal
experiences as students. E.g. some teachers’ beliefs might be driven from other personal
experiences such as family traditions and values, or social encounters and community
participation, literature, teachers’ education programs and practices.

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• Social justice
Upholding the right of each students to be free from harassment, violence, or malice in speech or
action is inappropriate.
Create environment that permits students of all ethnic and cultural groups to fully develop their
talents and individual potential, and that enable learners to acquire the knowledge, skills, and
attitudes needed to contribute to a healthy, democratic, and pluralistic society.
How: Treat every pupils equally.
Modeling understanding and respect for all students in practice by using inclusive examples,
language, and resources in their classroom.
Teachers are to continuously test and examine their assumptions aboutstudents’ emotional
comfort levels and nonacademic needs such as feelings and emotions.

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• modify and use various teaching strategies
Understanding the needs of pupils of sociocultural diversity by knowing their
background, races, religion, belief & practices helps teacher to fulfil their needs.
Socio cultural diversity also comes in package of multi intelligent skills with
diferent learning styles.
Teacher should modify and use various teaching strategies which suit to their
needs.