Culture and Education
Culture and students’ learning and instructional delivery cannot be divorced from each other. Case in point, they are interdependent. The cultural patterns of a given society greatly influence the educational pattern of the area. For instance, given that the culture of a particular place entails a spiritual pattern, the main focus of the educational procedures will be on the achievement of moral and eternal values of life. On the contrary, if the pattern is materialistic, the instructional pattern will emphasize the achievement of material things meant for promoting material comforts. A society without any culture will not have a specific educational organization. Hence, understanding the culture of a given country significantly impact a students’ learning and instructional delivery.
To begin with, the methods of teaching are highly influenced. It follows a close connection between culture and instructional methods. It implies that currently changing patterns of culture significantly influence the way to deliver content (Kana’iaupuni, et al., 2013). It is opposed to the previous teaching, which was teacher-centered, where a given teacher would pass knowledge to the learner. Recently, it has evolved to become student-centered. It entails the instructor putting into consideration the interests, attitude, needs, and behavior of the child. In this regard, the education is meant to prepare the child for the future to live effectively (Kana’iaupuni, et al., 2013). Thus, it is vivid that the culture and social conditions highly determine the methods as well as the techniques of teaching.
Moreover, it assists the educators to think about the students not willing to speak the “school language.” It implies that understanding of culture enables teachers to realize the connection between the level of poverty the learner grows up in, the educational level of the caregiver’s and the language (Kana’iaupuni, et al., 2013). Poverty tends to create a burden in development- manifested in the number of children not willing to learn. Therefore, the teacher will try to get ways to make the child understand the role of an instructor hence develop a positive relationship.
Furthermore, the instructor gets to understand the values and beliefs, that every learner brings in the classroom. Since culture is not genetic but a social construct, the majority of students possess at least three influencers – school, home, and peer. In light of this fact, many students differ in terms of their behavior and language (Kana’iaupuni, et al., 2013). It means that the language at home is different such that going to school seems like entering a foreign nation. At the same time, there certain students who come from homesteads where they can only be seen and to be heard, thus speaking up and interacting in class may appear inappropriate to them. For this reason, rather than seeing this behavior as a disorder, the teachers will know that it is a contrast between the home and school culture.
Kana’iaupuni, S., Ledward, B., & Jensen, U. (2013). Culture-based education and its relationship to student outcomes. Honolulu: Kamehameha Schools. Research & Evaluation. Available: http://www. ksbe. edu/spi/PDFS/CBE_relationship_to_ student_outcomes. pdf. Accessed, 8.