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All Journal Indonesian Journal of Education and Social Studies Proceeding Of International Conference On Education, Society And Humanity
Skourdoumbis, Andrew
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Integrating Cultural Diversity in Rural Classrooms: Pathways to Inclusive and Democratic Education Skourdoumbis, Andrew
Indonesian Journal of Education and Social Studies Vol 3, No 1 (2024)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v3i1.8405

Abstract

This study explores integrating cultural diversity and empowering student voices in classroom teaching practices. The aim is to examine how teachers incorporate cultural backgrounds into their lesson plans and classroom activities to foster an inclusive and democratic learning environment. A qualitative research design with a case study approach was employed to gather detailed insights into these practices. Data collection involved interviews with eight teachers and several students, direct classroom observations, and document analysis, including lesson plans and teaching notes. The study reveals that teachers in Indonesia actively integrate students' cultural backgrounds into the curriculum, using socio-cultural themes to create a more inclusive classroom atmosphere. Teachers empower students by encouraging them to voice their opinions during discussions and actively participate in decision-making. However, the study also identifies a gap in the consistent application of deliberative democracy principles, with many classrooms still dominated by a teacher-centered approach. The findings suggest that while efforts are being made to create a more inclusive and participatory learning environment, there is a need for further development in fully adopting deliberative democracy in educational practices. The implications of this study emphasize the importance of integrating cultural diversity and fostering student agency to enhance student engagement, motivation, and achievement in education.
CAPABILITIES APPROACH AND BOURDIEUIAN NOTIONS OF PEDAGOGY Skourdoumbis, Andrew
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 1, No 1 (2023): First International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

This project aims to explore how pedagogic capacity of teachers can be enhanced to address the issue of student underachievement including strategies beyond the classroom. The project will focus on classroom based teacher effectiveness research and inquiry, and its relevance to the development of public education policy: an Australian context. The research will identify distinctive features of teacher capability to generate a framework of teacher capabilities in the key curriculum areas of Literacy/Humanities, Numeracy/Mathematics and Science. Teachers will be asked to identify the extent of their exposure to and application of capability. The analysis will also identify central themes in participants' descriptions of pedagogue to understand practitioner conceptions of teaching practice in standards-based curriculum contexts. This involves identifying and marking out precise teacher capabilities, as alternatives to current reified ‘multivariate analyses'. The study also examines how and where schools and systems can take their planning and preparation beyond current standardized teacher effectiveness approaches towards specific capability-based opportunities for teaching practice to advance individual student learning.
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