Diversity in Education PDF

Diversity – Definition and naming of specific groups (Gbenga) The concept of diversity is multifaceted, relational, and often elusive. In educational settings, both teachers and learners frequently face challenges in making choices related to their preferences, influenced by the vast array of option...

Diversity – Definition and naming of specific groups (Gbenga) The concept of diversity is multifaceted, relational, and often elusive. In educational settings, both teachers and learners frequently face challenges in making choices related to their preferences, influenced by the vast array of options and, at times, a lack of alternatives. These choices may include questions such as: Who is my ideal student or professor? Am I satisfied with my school? Am I merely coping or truly thriving in my role as a university professor? How do I feel each time I enter the classroom, whether as a student or an instructor? How are students assessed? The list of inquiries is extensive. This complexity suggests that diversity permeates all aspects of our experiences, both on campus and beyond. In The Craft of University Teaching, Peter Lindsay (2018) highlights the challenges of navigating diversity. He candidly admits the difficulty of truly understanding and appreciating all students, noting, “I have had students in the past whom I really disliked... my judgment might have been purely superficial” (53). While the notion of dislike raises ethical concerns, Lindsay's point underscores the significance of diverse personas and their impact on the delivery of educational content. Currently, the concept of diversity remains ambiguous due to its fluid nature. The United Nations defines diversity as encompassing both similarities and differences, which relate to various characteristics such as age, personality, race, religion, sexuality, disability, values, ethnicity, gender, hierarchies, caregiving responsibilities, work styles, and individual roles. This definition is instrumental in framing our discussion, illustrating how similarities and differences serve as key markers of diversity within learning environments. Diversifying the Classroom Every class typically consists of at least one teacher and a student, each with differing social, economic, political, and gender attributes. The conversation between these participants is influenced by their personal histories, which shape their perceptions regarding factors such as culture, spatiality, biology, and economics. These elements can either hinder or facilitate learning. Therefore, it is crucial to recognize the various factors that shape classroom dynamics, enabling both teachers and students to engage as partners in the process of knowledge co-creation. Unfortunately, an ideal classroom environment remains largely unattainable in many educational institutions. For example, at the University of Calgary, introductory sociology classes often enroll around 1,500 students across three sections, with each section accommodating at least 400 students. This diverse student body includes individuals from various social classes — international students, Indigenous students, and those who require special learning accommodations — whose learning requirements differ significantly. While interaction is fundamental to sociological inquiry, the large class sizes pose challenges to implementing diversity-oriented pedagogy in classroom discussions. Making Diversity Work While structural limitations to entrenching diversity persist, individual instructors often adapt available resources to make diversity work. Canadian universities have tailored learning resources, for instance those available through the Taylor Institute at the University of Calgary, that instructors can access to facilitate effective teaching and learning. Similarly, instructors are at liberty to design syllabi and course contents that reflect engaging pedagogy. The real challenge lies in instructors' ability to ensure that no student is left behind in preparing ahead of tomorrow. There is no one-size-fits-all strategy for achieving diversity; rather, it is crucial for instructors to recognize the unique characteristics of each learning environment and intentionally reflect this pluralism in course design, delivery methods, assessment options, and all learning engagements. Innovations in adaptive pedagogy offer ample opportunities for instructors to employ both existing and new strategies in planning, delivering, engaging, and evaluating student performance. Highlighting the necessity of innovative teaching methods, Lope and de Lima Martinez (2024) emphasize that it is increasingly essential for instructors to integrate emerging digital technologies to promote inclusion. Beyond technology, fostering co-creativity in the teaching and learning processes can enrich the educational experience and open new opportunities for both instructors and students. The following questions are essential in this context: o What does the demographic makeup of my students look like in each class? o How can I encourage each student to participate in a way that showcases their strengths? What is the most effective method for evaluating the knowledge gained in this class/course? Adejare, G. S., Akanle, O., & Abaimu, V. E. (2021). Globalization and Education: Perspectives in Knowledge Production and Utilization. Alternation. Hiller, H. H.2003 First Forty: Sociology at the University of Calgary (1963-2023). Canada: National Library of Canada Cataloguing in Publication Data. Lindsay, P. (2018). The craft of university teaching. University of Toronto Press. Lopes, R. C., & de Lima Martinez, L. Y. (2024). How does Sociology teaching happen on the short video app TikTok? An analysis of the editions. Sociological Teaching, 29-49. United Nations (n.d.) Diversity, Equity and inclusion. https://unglobalcompact.org/take- action/action/dei