Cultural Dimensions

of Learning: Teaching
and Educational
Processes
v
John Dominic N. Romero
TCC 104
CULTURAL DIMENSIONS OF LEARNING
As our nation continues to change,
teachers as well as the students
interact with others from quite
different backgrounds from their
own in the classroom. The manner
in which we respond to others who
seem different can have a serious
impact on success in school, work,
and harmonious relationships with
others.

Remember that different is not

“deficient.”
Intergenerational cultural transmission
the transmission of cultural ideas (e.g., values, beliefs, knowledge,
practices) from one generation to the next generation

When parents tend to select cultural ideas for transmission, parents

consider not only their own character but also their perceptions of
what is normatively important in the culture, same goes for teachers.

(Tam, Keven K. P., 2015)

Cultural differences
understanding a society’s signature pattern of beliefs, behavior,
and social institutions and how these patterns compare and
contrast to those of other cultural groups
For example, in the US and Australia, individuals tend to identify
themselves through unique personality characteristics (e.g.,
outgoing, optimistic, ambitious), whereas in Korea and Mexico,
they are more likely to define themselves through their
connection to others (e.g., sister, friend, student).
(Markus, H., & Kitayama, S. (1991)
CULTURALLY-RESPONSIVE TEACHING

• Inclusive content of the

curriculum that reflects the
2 diversity of society

•3 Students prior knowledge,

including their culture

• Culture is central to student

learning
Diversity and inclusion
all students can access and fully participate in learning,
supported by reasonable adjustments and teaching strategies
tailored to meet their individual needs

(NSW Gov’t, 2022)

CULTURALLY-RESPONSIVE TEACHING

Elements of Culturally-Responsive Teaching

• Communication of high expectations
2
• Active teaching methods
•3 Teacher as facilitator
• Positive perspectives on families of culturally diverse students
• Cultural sensitivity
• Culturally responsive curriculum based on the background of students
• Culturally mediated instruction
• Small group instruction and academically-related discourse
Culturally-responsive teaching
acknowledges cultural diversity in classrooms and
accommodates this diversity in instruction
• Recognizing and accepting student diversity
• Building on students’ cultural backgrounds
• Responsive to different student learning styles

(Vega, Prieto & Carreon, 2015)

REFERENCES

▪ Tam, Keven K. P., 2015, Understanding Intergenerational

Cultural Transmission Through the Role of Perceive Norms,
The Hong Kong University of Science and Technology,
http://repository.ust.hk/ir/Record/1783.1-75681
▪ Cultural Differences,
http://psychology.iresearchnet.com/social-
psychology/cultural-psychology/cultural-differences/
▪ Vega, Prieto and Carreon, Social Dimensions of Education
(2015)
▪ Diversity and Inclusion, Education website, New South Wales
Gov’t, (2022), https://education.nsw.gov.au/teaching-and-
learning/learning-from-home/teaching-at-home/diversity-
and-inclusion