Yükseköğretimde Çeşitliliği ve Kültürlere Duyarlı Pedagojiyi Teşvik Etmek

Abstract

A student's contribution to and performance in the classroom should be taken into consideration when making decisions about their academic success, not their race, ethnicity, ancestry, gender, belief system, age, sexual preference, or physical or mental condition. Today, there is growing interest in culturally responsive education as a result of increasing student diversity and educators' efforts to provide a more inclusive and equitable educational experience that can respond to this diversity. This study aims to identify the pedagogical approaches and the cultural sensitivity of these approaches that determine how academics connect with, relate to, and teach their culturally and racially diverse students. The data from this phenomenological study were obtained through focus-group interviews with six faculty members working in various higher education institutions. The findings show that faculty members' knowledge of culturally responsive teaching and teaching strategies is inadequate. According to the participants, exams, crowded classrooms, teaching materials, and societal perceptions are the main barriers to achieving culturally responsive education. To reach all students and ensure their success, it is expected that this study will give faculty members insight into how to develop inclusive skills, positive attitudes, and culturally sensitive pedagogy.