Title :
Multi-Ethnic
Tolerance in Visual Arts Education :
Teachers’ Experiences with Culturally Responsive Pedagogy
Summary
The article was
written by Siti Zuraida Maaruf, Noor Farhani Othman, Muhamad Azhar Abdullah and
Voviana Zulkifli from Faculty of Education, Universiti Teknologi Mara (UiTM)
Selangor. The objective of this article is to delve into Visual Art Education
teachers’ perception of culturally responsive teaching including their personal
experiences in practising Culturally Responsive Pedagogy (CRP). This research
has been done at secondary schools in Malaysia since every one of the teachers had experiences in teaching
students from different and various ethnic backgrounds. This research only entail the teachers
from secondary schools in Malaysia only. This research entail five experienced Visual Art Education teachers arbitrarily
chose from Malaysian secondary schools. The reason behind why they do look into
about teachers’ experiences with culturally responsive instructional method or pedagogy
is because most people are exposed to multiculturalism informally or through
social encounters so that teaching and learning become more significant and amusement when teachers put their personal experiences,
professional skills and content into practice. The researchers
found that teachers may totally rely upon their informal or social encounters
to instruct and teach in a multicultural
setting to advancing cultural tolerance in view of real-life setting and
encounters. The Visual Art Education teachers who
were met in this scrutiny recommended that policy makers should consider
building up an educational modules or curriculum concentrated on multicultural
education not only from the transcontinental point of view as well as in
particular from the Malaysian context to dispense trainee teachers with the
appropriate skills to elevate their skills in the Culturally Responsive
Pedagogy process which in turn would enhance their capacity or ability to
conduct effective classroom sessions. The
interview with the Visual Art Education teachers drew out the quintessence of
their experiences in teaching students of innumerable ethnic characters and
identities. The Visual
Art Education teachers would likewise change their methodologies and approaches
in getting feedback from students through art criticism or feedback. Students
would showcase their introduction or presentation and art criticism on
traditional craft demonstrating knowledge of their own cultural roots. At the point when teachers allows students to
reconnoitre their own culture of life as well as that of others, it allows
inducement for learning and intensify their cultural affectability or
sensitivity and recognise other cultures.
Opinion / Comments
Based on the appraisal and outcome from
this scrutiny, I think that teacher should include their experiences in
multicultural education because multicultural education is not something new. The
purpose for Multicultural Education is to create awareness, mindfulness,
tolerance, understanding and knowledge that regard difference and similarity
intercultural and the link with world view, concept, value, confidence and
attitude. Education of
various cultures can be understand and
as one idea to see all student have the same right to learn in class without discriminate them in terms of sex, social class,
ethnic or other criteria. Malaysian society consisting of various ethnic should
be unified under one channel and education roof that based on multicultural. This case is
to achieving tighter unity. All multi-racial society in Malaysia should
understand and respect culture of other races to create harmonious. To achieve
this goal, Multicultural Education of various cultures need to be expanded in
educational institution in Malaysia. Education of
various cultures or Multicultural Education is a process to form way of
life that respect and tolerate towards cultural diversity who live multiracial.
Through Multicultural Education, hoped could be forming racial unity that is
strong and compact. Education of various cultures is to feel mutual
appreciation among citizen of various races.
Conclusion
The teachers execute multicultural learning regardless of whether the
classrooms are mono-ethnic or that there are just a sprinkling of students from
other ethnic groups. Likewise, teacher should teach students with assorted
cultural background, it is aspiration that policy makers in teacher training
institutes would elevate the educational modules or curriculum with more
multicultural content. For efficacious multicultural education, sustained
efforts especially in the areas of building up teachers' professionalism,
enhancing the educational programs or curriculum, improving instructive
methodologies or pedagogical strategies, giving a face lift to the teaching and
learning materials being used, and slapping on the evaluation process. Above
all, dispense better trainings to multicultural education which can enhance
classroom learning while at the same time upgrading their insight and
aptitudes. In conclusion, teachers not just only learn arts and craft of other
ethnic groups with and from their students yet they additionally figure out how
to submerge themselves in the multi-socio setting. Thusly, this would
subsequently improve student’s encounters in schools with regards to
multi-ethnic learning, particularly in Malaysia which has miscellaneous ethnic
groups and culture.
Reference
Pertanika J. Soc. Sci. & Hum. 25 (S): 1 - 10 (2017)
0 comments:
Post a Comment