Brookfield (2015; chapter 8) emphasized the challenge and excitement in teaching and learning from a learning environment with diversity in a wide array of areas. In my case, the diversity that I experience the most in facilitating learning includes personality differences and learners from varying cultural backgrounds. I also wrote a blog related to this topic.
Gracia Bareti delivered an emotional talk about the importance of cultural competence in education. This made me think of how cultural sensitivity can go a long way in terms of providing opportunities for meaningful learning experiences.
In the learning session that I facilitate, I measure the diversity in the first 30 minutes of our conversation, and then adjust my instructional strategies accordingly. All throughout, I put effort in building rapport with the learners. For example, in a session with 4 participants from different cultural backgrounds, I become sensitive to those ideas or things that we share in common and work my way there. After getting that level of comfort wherein we agree that there is a warm and welcoming atmosphere, I get to ask them of cultural differences that may facilitate or obstruct learning experiences. That for me is the most fulfilling experience. Seeing my students smile and laugh and get comfortable with sharing their ideas, feelings, and experiences is an indicator that I am able to provide them a learning environment amid cultural diversity.
Moving forward, I would love to learn more about how culture influences and is influenced by teaching-learning experiences. Diversity, in whatever form, is present in all learning environments (Brown, 2004) and I hope that acknowledging and doing something to optimize the learning experience for my learners will give them a meaningful experience – a learning experience that may also inspire them to pay forward.
References
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.
Brown, L. I. (2004) Diversity: the challenge for higher education, Race Ethnicity and Education, 7(1), 21-34. http://dx.doi.org/10.1080/1361332042000187289
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