Developing a culture-sensitive pedagogy: Tackling a problem of melding 'global culture' within existing cultural contexts

Journal/Book: Int J Educ Dev. 1997; 17: The Boulevard, Langford Lane, Kidlington, Oxford, England OX5 1GB. Pergamon-Elsevier Science Ltd. 13-26.

Abstract: A culture sensitive pedagogy is being pioneered by the author to meet the current concerns of making schooling more relevant to the needs of learners and teachers and to promote a better overall quality of education in the future. The paper examines what constitutes a culture sensitive pedagogy, examines the main factors that would influence such a pedagogy and probes how a culture sensitive pedagogy could meld political, economic and cultural dimensions in order to accommodate a 'global culture'. The paper is written at a time when school curricula and pedagogical strategies the world over, need to be developed to meet the challenge of change starting to take place in schools and classrooms. Tensions are already emerging between accommodating the need for a pedagogy to reflect cultural and psychological universals as part of globalisation, while maintaining certain key contextual values and culture specific features that are part of the cultural context of both learners and teachers The paper discusses the way cultural analysis and cultural selectivity are essential processes in developing a culture sensitive meld, which should be a key characteristic of a pedagogy that is both relevant and effective for the next millenium.

Note: Article Thomas E, Univ London, Inst Educ, 20 Bedford Way, London WC1H 0AL, ENGLAND

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