Importance of Culture-Based Education in Developing Assessment Answer

Question:

Good Neighbor learn to speak each other’s languages, good neighbors learn to respect each other’s religious and cultural beliefs. Good neighbors learn to allow for differences and to be inclusive. Good neighbors spend time with each other.

Particularly where culturally diverse children are involved, culture-based teaching has been favorably linked to kids' socio-emotional well-being, school motivation, civic participation, and higher academic achievements. In the most recent version of the Australian Curriculum, the subjects of geography, history, civics & citizenship, economics, along with business are all included under the heading of humanities and social sciences. The primary school curriculum document, known as HASS F- 6/ 7, permits ideas of Trans disciplinary and HASS's internal disciplined thinking. In this essay, the importance of culture-based education will be discussed in enabling the students to be a good neighbour (Reynolds, 2020). 

An educational strategy known as "culture-based education" bases teaching and learning on the principles, beliefs, norms, and practices that form the basis of every culture. "Culture moulds mind, it gives us with the tool kit through which we create not just our reality but our own creation of ourselves and our capacities," writes Harvard Professor Jerome Bruner. Due to exposure to a curriculum with a single mostly ethnic orientation, children from varied origins and cultures are frequently marginalized in the educational system. It does not correspond with the culture they are used to. As a result, it's essential to create curriculum that consider a diversity of opinions. The teaching and learning process must take into account the children's physical, social, and cultural inclinations. As they should endeavour to inspire students to succeed not only academically but also culturally, socially, mentally, as well as spiritually, teachers are the most crucial element of learning which is based culture. The cultural environment has an influence on learning, and educators need to be aware of this. They need to come up with strategies for incorporating cultures and languages into their instruction.

Regardless of a student's cultural background, culturally responsive educators should recognize their full potential and provide them the difficulties they need to realize it. They must be familiar with the main backgrounds, languages, along with cultures of their students in order to develop a curriculum that will be useful to their life. To make learning more enjoyable and fruitful for their pupils, they must adapt their curriculum to take into account their varied cultural backgrounds. Building on students' culture and heritage promotes their academic growth as well as their personal development. Teachers must include their pupils in team-building exercises so that they can become aware of and respectful of one another's diverse cultural backgrounds. This will help them in being a good neighbour (Lummis, 2017). 

Children are able to consider culture in general as well as their own culture. A classroom that is culturally sensitive is one where the children feel respected and secure enough to engage and learn. They grow in their feeling of pride and self-worth there. They feel involved in the school community and are empowered to take pride in their cultural history when they see their cultures being promoted there. Students do better academically and grow into more independent, involved citizens when they attend school in an environment that honours their culture and language. Since almost all colleges in the globe today contain foreign students, educators are now more conscious than ever of how the students' various cultural backgrounds impact their learning. As a result, there is an urgent demand for culture-based learning.

In the Australian Curriculum, the Neighbours unit of work uses poetry, story, as well as factual materials to explore the ideas of neighbourhood and good neighbourliness. Good neighbours are interested in learning about their neighbourhood and their neighbours. With the help of poetry, song lyrics, and picture books, students may explore the topic of neighbours as part of the Neighbors unit of study. In Amelia Ellicott's Garden, the author demonstrates how neighbours may cooperate, look out for one another, and share their lives in certain ways. Meets Rose Mr. Wintergarten investigates a neighbourly friendship. It also looks at the idea of truth and blindly accepting information. Students are prompted by instructional exercises to consider how our ideas might be shaped. Side by Side fosters interpersonal interactions and cross-cultural understanding. It relates the tale of neighbours with similar morals. These neighbours support one another. They develop and learn together.

Many Australians are interested in learning more about the foreign neighbours. The course looks into the homes of our Pacific neighbours and how their physical and cultural settings vary from them. An elderly woman who lives alone and believes she has no one with who to share her life is the subject of Amelia Ellicott's Garden. Amelia Ellicott learns that neighbours can cooperate, look out for one another, and share portions of their life after a natural disaster that touches her. In Rose Meets Mr. Wintergarten, Rose and her family are seen as they settle into a new house. Her new neighbour is Mr. Wintergarten. Children in the neighbourhood share tales about Mr. Wintergarten. This tale offers the chance to investigate how opinions might be swayed. This will help the students in grasping the importance of being a good neighbour. Teachers can ask the questions regarding the same by doing a role play in which class with is their community and school will their village or city. How they will behave in this scenario with their fellow class mates will help in understanding the values of good neighbours. This will enable them to learn good values that an individual should show towards their neighbours - Considering the lifestyles of their neighbours by get to know about them and from where they belong to or their culture. It is possible that the neighbours are from U.S. so their lifestyle will be different or from India and their lifestyle will be different accordingly when compared with the Australians (Lobytsyna, 2020). 

Education, in the opinion of Good Neighbors Australia, is a potent weapon for better preparing communities and changing the world. Education access is a fundamental human right. This is so because a person's education is their place of origin, whether they are a kid or an adult. Having access to education paves the way for new opportunities and inspires hopes for a better future. With Year 12 students, "The Good Neighbor" curriculum creates an understanding of Council and its function, particularly in the case of society and what Community Laws are. Parking on sidewalks and in the neighborhood, proper pet (dog) ownership, wheelie bin catalogues and standards, and noise and smoking nuisances are just a few of the subjects covered during the programme. It focuses on the obligations that students have when they reach 18 and leave home to begin living independently. The lesson is generally to be a nice neighbour. The service is provided without charge to schools (AEF, 2006). 

It consists of an interesting PowerPoint presentation that connects with kids while providing relevant facts and suggestions for neighbourhood life. Students are prompted to consider their obligations as residents with a pop quiz. A Local Laws Officer will be available for further discussion and questions after the presentation, which lasts an hour. The conclusion of the essay is that cultures-based education either it’s in Australian curriculum or any other curriculum helps the students enabling them to be a good neighbour as they learn to respect the cultures of the other students as well. 

References

Asia Education Foundation (AEF). (2006). National statement for engaging young Australians with Asia in Australian schools.

Lobytsyna, M., Moate, J., & Moloney, R. (2020). Being a good neighbour: developing intercultural understanding through critical dialogue between an Australian and Finnish cross-case study. Language and Intercultural Communication, 20(6), 621-636. https://www.tandfonline.com/doi/abs/10.1080/14708477.2020.1810258

Lummis, G. W., Morris, J. E., Lock, G., & Odgaard, J. (2017). The influence of ecological citizenship and political solidarity on Western Australian student teachers’ perceptions of sustainability issues. International research in geographical and environmental education, 26(2), 135-149. https://www.tandfonline.com/doi/abs/10.1080/10382046.2016.1235359

Reynolds, R., Macqueen, S., & Ferguson-Patrick, K. (2020). Active citizenship in a global world: opportunities in the Australian Curriculum. Curriculum Perspectives, 40(1), 63-73. https://link.springer.com/article/10.1007/s41297-019-00084-2

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