The implications of integration of cultural diversity facets in higher education

Abstract

The purpose of this paper to discuss the impacts of diversity in the educational setting, it seems necessary ?rst to de?ne some key terms, including culture and cultural diversity. The paper purely theoretical, therefore, information will solicited through literature review to present arguments. Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Beliefs are seen as individual cognitive conceptions in constant relation to behaviour and the external environment. Bidirectional relationships exist between personal beliefs, behaviour, and the external environment, but their influence and reciprocal effects vary for different activities and under different circumstances. Diversity has become an increasingly important part of lecturers’ lives beyond school, and even within the classroom it can also help increase their understanding of complex issues of diversity students are confronted with. Similar all social behaviour, teaching and learning is shaped through acculturation and different cultural backgrounds. Most people expect a learning and teaching environment that they are used to from their own educational experience as a student. Teaching in intercultural educational environments should be sensitive to different cultural styles of learning and teaching. This sensitivity is essential, regardless of the subject, whether it is a universal scientific phenomena or not. Paper argues that although cultural groups share commonalties in perspectives, behaviours, and ways of being in the world, they are rarely homogenous. The paper concludes that inclusion of diversity especially when dealing with different cultures is important because it helps with systematic and organized process of applying which strategies and theories to improve the quality of education.

Keywords: {'name': 'Higher Education'}, {'name': 'Diversity'}, {'name': 'Pedagogy'}

Authors & affiliations

Malesela Masenya
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.1080/0729436052000318541

DOI: 10.1016/j.jsp.2006.04.002

DOI: 10.1016/j.adolescence.2008.06.007

DOI: 10.1080/03098770701781481

DOI: 10.1007/s11162-008-9090-y

DOI: 10.1207/S15327965PLI1104_01

DOI: 10.1080/03075070120076309

Finn, J. D. (1993). School engagement and students at risk. Washington, DC: National Center for Education Statistics.

Forgas, J. P. (2000). Feeling and thinking: The role of affect in social cognition. Cambridge: Cambridge University Press.

Foucault, M. (1977). Discipline and punish: The birth of the prison. New York: Vintage.

DOI: 10.3102/00346543074001059

Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 305-321). New York: Springer.

DOI: 10.1080/03075070410001682538

Hand, L., & Bryson, C. (2008). “Conclusions and implications”. In L. Hand & C. Bryson (Eds.), SEDA special 22: Aspects of student engagement (pp. 41–42). Nottingham: Staff and Educational Development Association.

DOI: 10.1007/BF03216875

Harris, R., Bolander, K., Lebrun, M., Docq, F., & Bouvy, M. (n.d.). Linking perceptions of control and signs of engagement in the process and content of collaborative e-learning. Paper presented at Network Learning Conference, Lancaster, United Kingdom.

DOI: 10.1007/BF03340893

DOI: 10.1353/csd.2007.0054

DOI: 10.1080/02601370117754

DOI: 10.1111/j.1464-0597.2004.00164.x

DOI: 10.1080/09585190701638077

DOI: 10.58680/rte199115462

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research, Vol. 2. San Francisco, CA: Jossey-Bass.

DOI: 10.1007/s10755-005-5015-2

DOI: 10.1353/csd.2006.0061

DOI: 10.1016/j.hrmr.2009.09.002

DOI: 10.1177/07417130122087304

DOI: 10.1080/02680930210140257

DOI: 10.3102/00346543045001089

Trowler, V., & Trowler, P. (2010). Student engagement evidence summary. York, UK: Higher Education Academy.

DOI: 10.3102/0002831209361209

DOI: 10.3200/JRLP.143.1.91-112