“Shaping Inclusive Classrooms: Strategies to foster a constructive perception of diversity amongst the students”
One problem, causing a great deal of concern amongst educational institutions in recent years is the disturbance of coexistence in the classroom at multiple levels. Ethnocentrism, identified by Sumner (1906) as a natural condition of mankind and a persistent human trait, continues to be an issue. Su...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/467119 |
| Acceso en línea: | https://hdl.handle.net/10459.1/467119 |
| Access Level: | acceso abierto |
| Palabra clave: | Bloom’s taxonomy Diversity Intercultural education Cultural awareness Taskbased learning Atenció a la diversitat Educació intercultural |
| Sumario: | One problem, causing a great deal of concern amongst educational institutions in recent years is the disturbance of coexistence in the classroom at multiple levels. Ethnocentrism, identified by Sumner (1906) as a natural condition of mankind and a persistent human trait, continues to be an issue. Sumner (1906) argued that ethnocentrism reflects a widespread tendency to perceive one's own culture as superior to others, a troubling reality that continues to impact and influence contemporary society. Factors like selfishness, lack of tolerance, and individualism, along with extensive diversity in terms of abilities, interests, gender, and cultural background, are other underlying elements that can sometimes lead to unacceptance of otherness and conflict (Díaz Aguado, 2006). This situation calls for strategies, interventions, and programs that promote mutual respect, collaboration, and understanding amongst students, progressively enhancing interactions and classroom dynamics, and paving the way towards a more positive and inclusive environment. In response to these challenges, the educational intervention presented herein consists of implementing a diversity-focused unit using a task-based learning approach, aiming to improve the two conflicts detected in a Secondary State School in Catalonia. The identified issues included a clear lack of visibility and awareness of cultural diversity within the school community and a failure to recognise and value this diversity. To deal with these challenges, the students were placed at the centre of the learning experience and exposed to diverse strategies intended to enrich their intercultural education and address the insufficiency detected. Through strategically designed activities focusing on teamwork and diverse perspectives, they gradually build their knowledge and skills, progressing through Bloom's Taxonomy from basic understanding to higher-order thinking, ultimately culminating in the collaborative creation of a final product. Post-intervention evaluations through a mixed ad-hoc questionnaire revealed progress in addressing the identified conflicts, enhanced cultural awareness, an increased appreciation for diversity, a deeper understanding of global issues, and the acquisition of valuable new insights. |
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