title: Culturally responsive teaching in a globalized world

authors: Volante, Louis

abstract: In an increasingly diverse global education landscape, culturally responsive teaching (CRT) is vital for equitable learning. CRT involves recognizing and incorporating students' cultural backgrounds in teaching practices. While current discussions emphasize the need for diverse role models and experiences in classrooms, a crucial aspect often overlooked is the development of culturally responsive assessment and evaluation practices. Education systems and teachers must adapt assessment strategies to boost student success. The imbalance between student and teacher diversity underscores the necessity of attracting a more representative demographic of teachers. Targeted recruitment efforts, enrollment targets, and specialized programs for underrepresented groups are strategies to enhance teacher diversity. However, with changing student demographics, providing relevant cultural training and professional development for teachers becomes imperative. Such training should move beyond traditional multicultural education, adopting a multi-dimensional approach that integrates content from diverse cultures and examines how cultural identity impacts learning. The importance of assessment literacy, the ability to use assessment to support learning, is highlighted. Assessment, traditionally used as a measure of final learning, should be incorporated throughout learning stages to provide meaningful feedback. Teachers need culturally responsive frameworks for fair assessment, emphasizing the need to combine CRT with attention to responsive assessment practices. Without addressing assessment practices, CRT's success in creating inclusive classrooms may be limited.

text: Culturally responsive teaching in a globalized world In an increasingly diverse global education landscape, culturally responsive teaching (CRT) is vital for equitable learning. CRT involves recognizing and incorporating students' cultural backgrounds in teaching practices. While current discussions emphasize the need for diverse role models and experiences in classrooms, a crucial aspect often overlooked is the development of culturally responsive assessment and evaluation practices. Education systems and teachers must adapt assessment strategies to boost student success. The imbalance between student and teacher diversity underscores the necessity of attracting a more representative demographic of teachers. Targeted recruitment efforts, enrollment targets, and specialized programs for underrepresented groups are strategies to enhance teacher diversity. However, with changing student demographics, providing relevant cultural training and professional development for teachers becomes imperative. Such training should move beyond traditional multicultural education, adopting a multi-dimensional approach that integrates content from diverse cultures and examines how cultural identity impacts learning. The importance of assessment literacy, the ability to use assessment to support learning, is highlighted. Assessment, traditionally used as a measure of final learning, should be incorporated throughout learning stages to provide meaningful feedback. Teachers need culturally responsive frameworks for fair assessment, emphasizing the need to combine CRT with attention to responsive assessment practices. Without addressing assessment practices, CRT's success in creating inclusive classrooms may be limited.

year: 2019-01-24

title: Personal data collection in the workplace: ethical and technical challenges

authors: Bowen, Judy

subjects: computer science

abstract: Forestry is a dangerous work environment and collecting data on site to identify and warn about hazardous situations is challenging. In this paper, we discuss our attempts at creating continuous data-collection methods that are ethical, sustainable and effective. We explore the difficulties in collecting personal and environmental data from workers and their work domain. We also draw attention to the specific challenges in designing for sensor-based, wearable rugged IoT solutions. We present a case-study, comprising of a number of experiments, which exemplifies the work we have been undertaking in this domain. The case study is based on our approach to developing a robust, trusted Internet of Things (IoT) solution for dangerous work environments (specifically the forestry environment). We focus the results of this casestudy on both the technical successes and challenges as well as the personal and ethical challenges that have been elicited.

text: Personal data collection in the workplace: ethical and technical challenges Forestry is a dangerous work environment and collecting data on site to identify and warn about hazardous situations is challenging. In this paper, we discuss our attempts at creating continuous data-collection methods that are ethical, sustainable and effective. We explore the difficulties in collecting personal and environmental data from workers and their work domain. We also draw attention to the specific challenges in designing for sensor-based, wearable rugged IoT solutions. We present a case-study, comprising of a number of experiments, which exemplifies the work we have been undertaking in this domain. The case study is based on our approach to developing a robust, trusted Internet of Things (IoT) solution for dangerous work environments (specifically the forestry environment). We focus the results of this casestudy on both the technical successes and challenges as well as the personal and ethical challenges that have been elicited.

year: 2017

title: 'Freedom’s Ramparts on The Sea': The postcolonial New Zealand landscape and the quest for sustainability

authors: Morad, Munir

subjects: postcolonialism

abstract: New Zealand’s colonial legacy has had a major impact on the shape of its landscape. The European settlement of New Zealand transformed both the land itself as well as the tenure arrangements that had hitherto followed traditional Maori practices. The increasing political influence of the modem conservation movement in New Zealand has been mirrored by a parallel rise in Maori engagement with environmental issues. Land tenure claims brought by the Maori under the 1970’s Treaty of Waitangi Act have enabled an alliance of Maori and environmental interests to be forged. This linkage however is very recent, and if the current unsustainable land use practices are to be mitigated in New Zealand, a synthesis of the essential elements in both cultural traditions is necessary.
Culture shapes how people identify and evaluate elements of their environment, and influences their behaviour and experiences. At a more pragmatic level, culture provides the social infrastructure and institutions that determine how renewable land resources are used and managed. The authors highlight the links between postcolonial culture and landscape management in New Zealand, contrasting Pakeha-Maori points of view and attempting to mediate between these conflicting positions. These links are examined in the context of new social, economic and ecological forces that are shaping the country’s postcolonial landscape.

text: 'Freedom’s Ramparts on The Sea': The postcolonial New Zealand landscape and the quest for sustainability New Zealand’s colonial legacy has had a major impact on the shape of its landscape. The European settlement of New Zealand transformed both the land itself as well as the tenure arrangements that had hitherto followed traditional Maori practices. The increasing political influence of the modem conservation movement in New Zealand has been mirrored by a parallel rise in Maori engagement with environmental issues. Land tenure claims brought by the Maori under the 1970’s Treaty of Waitangi Act have enabled an alliance of Maori and environmental interests to be forged. This linkage however is very recent, and if the current unsustainable land use practices are to be mitigated in New Zealand, a synthesis of the essential elements in both cultural traditions is necessary.
Culture shapes how people identify and evaluate elements of their environment, and influences their behaviour and experiences. At a more pragmatic level, culture provides the social infrastructure and institutions that determine how renewable land resources are used and managed. The authors highlight the links between postcolonial culture and landscape management in New Zealand, contrasting Pakeha-Maori points of view and attempting to mediate between these conflicting positions. These links are examined in the context of new social, economic and ecological forces that are shaping the country’s postcolonial landscape.

year: 2003