This book 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 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 (2013). We propose, through the identification of the cultural constructs, that within HE there are gaps within fundamental areas that should be developed to consistently engage with students in a fair, consistent and equitable manner.
|Title of host publication||Culturally Responsive Pedagogies|
|Subtitle of host publication||Working Towards Decolonisation, Indigeneity and Interculturalism|
|Editors||Fatima Pirbhai-Illich, Shauneen Pete, Fran Martin|
|Publisher||Palgrave Macmillan Ltd.|
|Number of pages||24|
|Publication status||Published - 10 Mar 2017|
Jabbar, A., & Mirza, M. (2017). Identification of Cultural Heuristics for the creation of consistent and fair pedagogy for ethnically diverse students. In F. Pirbhai-Illich, S. Pete, & F. Martin (Eds.), Culturally Responsive Pedagogies: Working Towards Decolonisation, Indigeneity and Interculturalism (pp. 29-52). Palgrave Macmillan Ltd.. https://doi.org/10.1007/978-3-319-46328-5_2