Culturally Responsive Pathway Pedagogues: Respecting the Intricacies of Student Diversity in the Classroom

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Author(s): Donna M. Velliaris (Eynesbury Institute of Business and Technology, Australia)
Copyright: 2016
Pages: 21
Source title: Handbook of Research on Effective Communication in Culturally Diverse Classrooms
Source Author(s)/Editor(s): Katia González (Wagner College, USA)and Rhoda Frumkin (Wagner College, USA)
DOI: 10.4018/978-1-4666-9953-3.ch002

Keywords: Gender & Diversity / Information Science Reference / Medicine & Healthcare / Teacher Education

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Abstract

The Eynesbury Institute of Business and Technology (EIBT) is a pre-university pathway institution to The University of Adelaide or the University of South Australia. This chapter contributes to improving the understanding of effective communication across culturally diverse classrooms. As evidenced in the qualitative data collected from a small number of EIBT educators, in order to become a culturally relevant pedagogue, one must be prepared to engage in a reflective process about what it means to teach students and communicate with those who come from a different cultural background. Pedagogical preferences must be (re)conceptualised in a manner that recognises and respects the intricacies of cultural difference. As a pathway institution, EIBT is a unique educational setting and this work presents ‘authentic' educator-practitioner narratives that contribute to a rather shallow body of knowledge pertaining to this increasingly important sector of Higher Education (HE).

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Culturally Responsive Pathway Pedagogues: Respecting the Intricacies of Student Diversity in the Classroom

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