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Identification of Cultural Heuristics for the creation of consistent and fair pedagogy for ethnically diverse students.

Jabbar, Abdul and Mirza, Mohammed (2017) Identification of Cultural Heuristics for the creation of consistent and fair pedagogy for ethnically diverse students. In: Culturally Responsive Pedagogies: Working Towards Decolonisation, Indigeneity and Interculturalism. Palgrave Macmillan. ISBN 978-3-319-46327-8 (In Press)

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Abstract

This book chapter intends to illustrate the complexity of supporting culturally diverse students in UK Higher Education Business Schools and how this complexity is compounded by pedagogy, which is shaped by educational practice that is dominated by aspirations of Western culture. The role that culturally responsive teaching can play as an approach to meeting the educational needs of students whose educational framework and culture are different from western mainstream education is also explored within the context of UK Business Schools. This chapter investigates the cultural constructs of culturally responsive teaching within the structured framework of the five-pillars of Jabbar and Hardaker (2013). We propose, through the identification of the cultural constructs, that within HE there are gaps within fundamental areas that should be developed to consistently engage with students in a fair, consistent and equitable manner.

Item Type: Book Chapter
Subjects: H Social Sciences > HT Communities. Classes. Races
L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LB Theory and practice of education > LB2361 Curriculum
Schools: The Business School
The Business School > Business Education Research Group
Related URLs:
Depositing User: Abdul Jabbar
Date Deposited: 07 Jun 2016 15:42
Last Modified: 30 Nov 2016 21:44
URI: http://eprints.hud.ac.uk/id/eprint/28407

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