Understanding culturally preferred teaching and learning initiatives

It must be acknowledged that learners from some cultural groups are not aware of the way schools and educators in England and Wales expect them to behave or to learn. Actions, behaviors and learning strategies encouraged and fostered in learners in English and Welsh schools may appear inappropriate, rude or disrespectful to learners from other cultural backgrounds. For example, it is thought correct for educators to teach children to be critical thinkers and to ask questions within our school system. However, many Polynesian learners are taught by their families that a teacher, like a priest, is to be respected because they hold valuable knowledge and therefore must not be questioned. An African perspective may be similar in that some families will still expect their children to be ‘seen and not heard’, because this to them is a sign of good behavior (Hodson, in May, 1999). This indeed may cause a rift between the school and home, and difficulties of allegiance for the learner, unless collaboration and understanding are established between the educators, the families and the learners.

Discussion

■ Can you think of any occasion when a cultural difference may have caused a problem for a learner in your educational setting?

■ What do you think a school could do to ensure that they are aware of any similar cultural difference? Who would need to be involved?