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Identification of Cultural Heuristics for the Creation of Consistent and Fair Pedagogy for Ethnically Diverse Students

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Culturally Responsive Pedagogy

Abstract

This chapter intends to illustrate the complexity of supporting culturally diverse students in UK Higher Education Business Schools and how this complexity is compounded by pedagogy, which is shaped by educational practice that is dominated by aspirations of the Western culture. The role that culturally responsive teaching can play as an approach to meeting the educational needs of students whose educational framework and culture are different from Western mainstream education is also explored within the context of UK Business Schools. This chapter investigates the cultural constructs of culturally responsive teaching within the structured framework of the five pillars of Jabbar and Hardaker (Teaching in Higher Education, 18(3), 272–284, 2013). We propose, through the identification of the cultural constructs, that within higher education there are gaps within fundamental areas that should be developed to consistently engage with students in a fair, consistent and equitable manner.

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Authors and Affiliations

  1. University of Huddersfield, Huddersfield, UK

    Abdul Jabbar & Mohammed Mirza

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  1. Abdul Jabbar
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  2. Mohammed Mirza
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Correspondence to Abdul Jabbar .

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Editors and Affiliations

  1. University of Regina , Regina, Saskatchewan, Canada

    Fatima Pirbhai-Illich

  2. University of Regina , Regina, Saskatchewan, Canada

    Shauneen Pete

  3. University of Exeter , Exeter, United Kingdom

    Fran Martin

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Jabbar, A., Mirza, M. (2017). Identification of Cultural Heuristics for the Creation of Consistent and Fair Pedagogy for Ethnically Diverse Students. In: Pirbhai-Illich, F., Pete, S., Martin, F. (eds) Culturally Responsive Pedagogy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-46328-5_2

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  • DOI: https://doi.org/10.1007/978-3-319-46328-5_2

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