Addressing Ethnic and Cultural Diversity through Cultural Responsive Pedagogy: Pushing For Equity Pedagogy and Cultural Competence in the Nigerian Educational System
- February 26, 2019
- Posted by: RSIS
- Category: Education
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue II, February 2019 | ISSN 2454–6186
Chia, Ogheneovo Esther
Department of General Studies Education, Federal College of Education Zaria, Nigeria
Abstract: – The continuous search for better living standards and globalization has encouraged the movement of people from different parts of the world. This has posed a great strain on education in the 21st century. Diversity in the classroom is on the increase, adopting effective and efficient teaching practices that suits all the learning needs of multicultural and ethno linguistically diverse students is becoming imperative. There is a growing need for the educational system in Nigeria to move from the “one-size-fits-all” model of education to more culturally relevant pedagogy where education is built around the learner, rather than the learner being required to fit with the educational system. This article seeks to address ethnic and cultural diversity through cultural responsive pedagogy; it is aimed at having an all-inclusive classroom and pushing for pedagogies that promote equity and cultural competence in the Nigerian educational system. The article outlines the roles and need for infusing cultural responsive pedagogy into the educational system. It is also aimed to promote the creation of conducive classroom conditions, and support educational stakeholders in the creation of education systems that are responsive to ethnic and cultural diversity. Through the reviews of various literatures, the paper placed emphasis on the need to advance tolerance for diversity, developing respect, values of responsibility across all levels of education.
Keywords: Cultural Responsive Pedagogy, Cultural Diversity, Equity Pedagogy, Ethnic Diversity, Cultural Competence.
I. INTRODUCTION
In light of the changing ethnic, religious, and cultural demographics in the nation’s schools and the increasing number of culturally diverse populations in this country, it is crucial that educators acquire the skills, knowledge, and dispositions necessary to be culturally proficient and to create culturally proficient classrooms that meet the academic and social needs of all demographic groups (Lindsey, Graham, Westphal, & Jew, 2008).
