Education as a Reflection of Social Inequality
Under the pressure of the growing social polarization caused by class, race, power, gender, and privilege, public school education performs an increasingly pronounced differentiating function. Due to these factors, education and learning reflect social stratification and reproduce it (Aronson & Meyers, 2020). This is facilitated by the division of schools into private, easily accessible schools for children from affluent families with high socio-economic status and public general education. In general education schools, the attitudes and requirements for students of different classes, genders, and races differ, which also increases inequality.
Student Learning Needs
First, it is necessary to identify the specific life problem that the student will solve with the help of learning. It is established that the educational needs of adult learners can be grouped according to several basic policies. These are the acquisition of general secondary education, the acquisition or improvement of professional skills, or the development of one’s personality. The next practice for determining learning needs is analyzing the level of competence and previous training in the specific field of knowledge (Aronson & Meyers, 2020). Both the student and the teacher must carefully determine the real stock of knowledge, skills, and qualities the student already possesses to identify how necessary it is to increase their level.
Appropriate Learning Context
Successful programs for creating appropriate learning contexts contain two basic elements. The first is new guiding ideas based on policies of openness, which creates an atmosphere of research and trust and delegation of authority when decisions should be made at the lowest possible level of the hierarchy. Both of them play a crucial role in the success of creating a suitable learning context. Theories, methods, and tools are crucial for placing students in appropriate learning contexts (Bhopal, 2020). They should be practical, allowing them to work on solving important tasks and have the potential to successfully solve them.
Full Access to the Curriculum
To ensure full access to the curriculum for all students, it is necessary to consider important nuances when using network implementation forms. These include various educational technologies, including distance learning technologies and e-learning. In this case, it is necessary to apply a form of organization of educational activities based on the modular principle of presenting the content of the educational program (Bhopal, 2020). Such a construction of curricula will give all students access to the curriculum.
Implications of Differences Among Diverse Groups at School
At my school, students, teachers, administrators, and staff have gender, class, and racial differences. Some implications of the differences among these groups are, for example, in monetary terms. This is the inequality of salaries among employees and the inequality of opportunities for buying school supplies among students. In addition, the relationship between students and teachers differs depending on these factors.
Differences in Cultures as Assets for Teaching and Learning
Differences in cultures can be incorporated as assets for teaching and learning. First, they will contribute to the spiritual development of the students. Knowledge of the culture of different peoples, to which people who interact within the process belong, debunks all the stereotypes that arise from not knowing the values and motives of different peoples (Aronson & Meyers, 2020). This will also help students get to know themselves better than the characteristics of representatives of other races, genders, and social strata. In addition, knowing the culture of the people will make it easier for students to learn a foreign language, since they will understand the various expressions used in speech.
References
Aronson, B., & Meyers, L. (2020). Critical race theory and the teacher education curriculum: Challenging understandings of racism, whiteness, and white supremacy. Whiteness and Education, 15(5), 1-26. Web.
Bhopal, K. (2020). Confronting white privilege: The importance of intersectionality in the sociology of education. British Journal of Sociology of Education, 41(6), 807-816. Web.