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School
Moi University *
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Course
ARE 448
Subject
Arts Humanities
Date
Nov 24, 2024
Type
docx
Pages
3
Uploaded by fidolexa
Introduction
The room contained many different cultures, so I wanted to use different ways of knowledge mediation. Improvement strategies regarding diversity, equity, and selectivity in
the education process were created. We used a warm and friendly atmosphere in the classroom, created due to a personal approach towards the students and freedom of expression. It wiped out unfavorable uniformity by making the curriculum diverse by using diverse perspectives, modifying teaching strategies, and including open discussion sessions (Krist et al., 2024). This led to developing systems sensitivity, discerning culturally responsive and socially equitable strategies, and changing these realities.
Implementation
These inherent educational deficiencies were documented and tailored for the remedial courses, which were explicitly provided for individual corps members. Still, to discover the teaching strategies that included analysis, creativity, and interest in the story, entertaining was additionally recommended. This method was a critical determinant as it ensured a complete learning experience for every student and reduced the educational gap between the different categories (Dorn et al., 2021). Furthermore, implementing cultural and systemic adjustments and continuous professional development catalyzed constructive change aimed at larger-scale improvement of academic and personal success for our students in the fight against the challenged systemic injustices (Melzer, 2021). The method was the magnet in a classroom rather than a stick and made students think they could excel
and not just that they had to.
Classroom Library
Literature about social class
In the story 'A Chair for My Mother,' there was an in-depth exploration of lifelong skills like endurance, appreciation, and financial education. Home is no longer confined to a 4-
walled room; it is incorporated into the classrooms, too. The walk showed how little things mattered and how discipline was essential in accomplishing a task. In reflection, students understood that only family ties were priceless and that life deserved to be cherished.
Literature about African Americans
The book Me and Mama' is about a black mother and daughter who share profound and culturally affirming stories about their relation to the class. It allowed different viewpoints to be heard, removed the barrier of unrelatable poetry, and allowed for deeper understanding and thought. Books, by way of Identity affirmation, Cultural competence, and Critical thinking, profoundly impacted the teaching and learning experience.
Literature about Latinx people
'The Golden Flower: "The Taino Myth of Puerto Rico" describes the creation myth of the Taino people that tells about the golden flower that transformed the world into greenness. The story conveyed to children that resourcefulness, environmental stewardship,
imagination, and fantasy were things with which they could travel realms with just a board
and a pair of skates. With geometric shapes and subtle colors, the book allowed the myth to
come alive. Thus, literacy, geography, and cultural understanding were enhanced. Moreover, it provided an open door to Puerto Rican children, who could feel they belonged
and were associated.
Literature about immigrants and refugees
The class curriculum about the memoir 'Inside Out and Back Again' allowed us to actively listen, appreciate the diversity and collaboration built, and think about all injustice. Through this book, the children understood that many people of different backgrounds are
going through many problems, beauty, and humanity, and for the lessons learned. The global awareness and empathy grew in children.
Literature about the LGBTQIA+ community
'Red: In Crayon's Story, a child's lessons about identity, self-discovery, and resilience are discussed. The pictures and reads-aloud sessions were used as a tool for learning, which was added to the curriculum. Though it limited our possibilities creatively, it stimulated our imaginations and started the debates on naming, empathy, and distinctiveness. It also broadened the horizon by selecting, projecting, and showing the art. Literature about individuals with disabilities
'The Boy with Big, Big Feelings' is an outstanding picture book that aims to renew children's emotional awareness and communication levels. It is mainly based on the idea of the boy, who is caught by life's big feelings. It also touches on the themes of respect and tolerance. The book became a part of the class through story-telling, empathy talk, art and expression, inclusive environment, accepted emotions, developed emotional resilience, the helpfulness of support system, and consisting of the book summary.
Literature about religiously diverse groups
'The Enduring Ark' is a biblical allegory according to which Noah's story of the ark is situated, and hope, endurance, and the conservation of the environment are the main themes explored. The learning area was infused with literacy exploration, creative and mind mapping art, values education and character development, diversity and inclusivity, and spiritual growth. In addition, it paved the way for the blending of ancient understanding with modern scientific knowledge.
Literature about families impacted by incarceration
'Missing Daddy' was a book that shared how being the parent who served time in prison affected children. It was centered on a girl who was alone daydreaming about her father, encouraging sympathy and understanding from others. It was an equalizer for children who lived in their parent's absence; it also advanced their knowledge of cultural diversity, built their resilience, was based on social justice principles, and integrated art. It was the
tool for students to talk about relative strengths and areas of improvement in the justice system and promote the concept of reform.
Conclusion
Culturally varied books for the classroom and reading helped challenge identity and equality within education. It highlighted the importance of appropriate text selection, student-centered teaching methods, and creating an open, constructive atmosphere that develops critical thinking. In addition, it identified that these academic programs should be a response to the unfair systemic educational disparities. Besides the classroom, it proposed the use of various literary works that came from different individuals, representing a wide range of experiences, including poor images, African Americans, people from Latin communities, immigrants, refugees, LGBTQIA+ population, persons facing disabilities, religious groups, and families that have been
incarcerated members. Through the strategies, I created an inclusive learning setting where every
student, regardless of race, gender, or sexuality, thrived academically and personally on the critical mission of addressing systematic problems.
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