How Schools Can Get Better At Cultural Competence

School and a society whose diversity grows, need an adjustment procedure by everyone involved: the school must adapt to the conditions of diversity and vice versa, those who are new to the education methods and who are still unfamiliar with it also have to make adjustments. This checklist focuses on what school with growing diversity in terms of cultural and religious diversity can afford. This perspective takes precedence over others. Another priority is the perspective, to talk about interculturality. Living together of those involved in school life is in this sense as an encounter of people with different understood scripts.


Culturally Competent Definition

Often there is a lack of temporal and human resources. Example a lack of an access to competent speakers of other languages ​​who can help with communication issues and difficult conversations with students or parents in rooms for discussions with parents, additional hours, etc. For differentiation as well as additional colleagues and staff to relieve the strain in the classroom for teaching in transition  and dealing with multilingualism in the class, resilient knowledge of the scripts and other cultures etc.

How Schools Can Get Better At Cultural Competence
How Schools Can Get Better At Cultural Competence

Cultural Competence Examples  

The training and further education of teachers with regard to the transition of knowledge and attitudes, demographic change, movements,

unity and intercultural competences, peculiarities of the languages ​, dealing with multilingualism and so on. The content or didactic and curricular level aims to teach in its implementation as possible so that the values ​​​​tolerance and acceptance of diversity is enough, students in identity development in such a way that it promotes orientation methods both in their culture and also develop in the culture in which they now live.

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The main aim of the social level is to establish ways of interaction that correspond to values ​​of mutual recognition. This applies to communication between students, parents and any pedagogical or other supporting staff. School development can in turn be further differentiated into aspects that are considered at all four levels or should be taken into account.

  • Diversity attitudes: migration situation of the students know; checking resources and problems.
  • Cooperation with parents: possibilities and knowing the limits of parental involvement; Encourage cooperation between parents and school.
  • Linguistic diversity: phases of acquiring the language as a second language and the importance of the first language know for the acquisition of the second language.
  • Lessons: lesson preparation according to the principles of first and second language as well as intercultural opening of lessons; more sensitive instruction.

Parent work is the contact between the teacher, another pedagogical responsible for the students or the school management and the student guardians. The goal is to establish at least the lowest common denominator in the exchange and thus find out about the situation of the students that it promotes their individual development.

What Does The Term ‘Diversity-Sensitive’ Mean?

Attitude? In regular usage, but also in many scientific blogs the term is used linked to a word field like recognition of others, no devaluation of strangers, support refugees and people in need, avoid assignments and know the conditions and causes of migration.


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