Sentences with phrase «cultural identity of the students»

Schools should consider if the culture they are working towards embraces or neglects the cultural identity of the students.

Not exact matches

I currently hold a dual position as teacher of a course on emotional wellness, identity development, and cultural competence, responsiveness, and (Habits, Community, and Culture), as well as Dean of Students for both 9th and 12th grades.

In her book Coloring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools, Ann Milne, former principal of a secondary school called Kia Aroha College, documents different ways Māori and Pasifika students have been able to succeed as themselves.

In the Australian Curriculum: The Arts, intercultural understanding enables students to explore the influence and impact of cultural identities and traditions on the practices and thinking of artists and audiences.

Students explore how people interact across cultural boundaries and the notion of citizenship, the contribution of diverse cultural influences through migration and media, and the critical role of shared beliefs and values in an evolving Australian identity.

This webinar will explore how some educators are using those levers to create interdisciplinary units that integrate a variety of texts and learning methods to help students delve into social issues, including identity, cultural history, diversity, and civic engagement.

Students develop and act with intercultural understanding in making artworks that explore their own cultural identities and those of others, interpreting and comparing their experiences and worlds, and seeking to represent increasingly complex relationships.

Interact as co-collaborators in student learning: In learning, cultural competency takes the experiences and identities of all parties as a sign of the uniqueness of each class and of each student.

This element involves students identifying, observing, describing and analysing increasingly sophisticated characteristics of their own cultural identities and those of others.

The need for critical analysis of the ways in which culture and cultural identities (their own, their students», the school's, the community's) influence teaching and learning

Once they are aware of their own cultural identity, preservice teachers are better able to recognize how culture operates within their classrooms, empathize with students from different cultural backgrounds, and take steps to adapt their teaching accordingly (Leeman & Ledoux, 2003; Zeichner et al., 1998).

In a recent conversation, a colleague of mine mentioned that what and how he would teach a class would depend on the students he was teaching: he would adapt what he taught to what his students found to be interesting or relevant because he wanted to use history to help them explore and determine their personal and cultural identity.

Specifically, I am interested in the cultural production of political identity, or the ways in which learning environments cultivate, suppress, or otherwise mediate students» political selves in the learning process.

Many students have reported that not being involved in student government activities, sports, extracurricular clubs, and other traditional forms of student involvement affected their self - esteem, cultural identity, and critical thinking, ultimately negatively impacting their engagement as students.

Culturally sustaining educators build upon the cultural fluidity and connectedness reflected in the identities of students as an asset to learning and academic achievement.

If schools are prioritizing school culture, can this identity be separate from the cultural practices of the students and their community?

50 % of grade 6 - 12 students and 67 % of staff responded favorably to their cultural identity, cultural responsiveness sensitivity of staff and instructional equity.

Where the streets cross the classroom: A study of Latino students» perspectives on cultural identity in urban schools and neighborhood gangs.

SRI holds that the practice of ensuring that each child is successful regardless of their external or internal, social or cultural contexts requires racial identity work — exploring the role that race has played in shaping our own and our students» lives.

As students learn to use technology tools to build representations of a social world's characteristics, they generate reflective critical thought through their analysis and critique of the identities, relationships, and values constructed by the cultural practices and discourses in that social world.

Within the hearts and minds of all students around the world right now — no matter what their economic, academic, social, cultural, religious, language, gender or racial identities — is an inherent desire to expand their abilities, capacities, wisdom and experiences, thereby creating the world they want to live in.

Aboriginal and Torres Strait Islander students often have shared cultural values and social experiences, including a world view that is shaped by their Aboriginal and Torres Strait Islander identity, a deep sense of obligation to family, and similar upbringings in places of poverty and financial hardship.

Students consider personal, collective, and cultural identity through an examination of paintings, sculptures, or photographs.

Indeed, I am often trying to help students maintain a sense of healthy identification with their own cultural identity even as I am trying to encourage them assimilate so as to be able to maximize their success in a «culture» that stresses different attributes than might have been stressed in their prior life experiences.

«I enjoy working with folks who need support in managing a wide variety of issues from self - esteem and identity concerns to the stress of dealing with multiple roles, relationships, and life demands (as students, partners, friends, parents, new professionals, family members, community activists, etc.) My clinical interests include multicultural and women's issues, racial / ethnic identity development (especially among biracial / multi - racial / ethnic / cultural individuals), sexual and gender identity development, adjustment and transition issues, and building healthy relationships through assertive communication and positive self - esteem.»

Aboriginal and Torres Strait Islander students often have shared cultural values and social experiences, including a world view that is shaped by their Aboriginal and Torres Strait Islander identity, a deep sense of obligation to family, and similar upbringings in places of poverty and financial hardship.

Interculturally - responsive teaching practices improve the academic achievement of students from diverse backgrounds while cultivating their cultural identity (Gay, 2000).

When students have a strong cultural identity, they are well - placed to make social connections with others and to develop a sense of belonging to their school and local community.

This course is designed to assist students in understanding the impact of social / cultural forces upon identity development and formation.