Incorporation of local/cultural perspectives into the conception of the lesson and its delivery in different classroom environments While the classroom already has leaners from different socio-cultural backgrounds, no deliberate pedagogical/ educational provision allows for the express integration of the diverse cultural values and teachings into the lessons. The curriculum requires the educator to inadvertently bombard the learners with information that do not have a clear link to their cultural backgrounds or unique experiences. In essence, the curriculum makes the classroom setting an environment where a set of pre-determined content is taught to the learners irrespective of how they effectively relate with them. The students can express their cultural values and ideals to the other students, but educator has no clear liberty to teach such in the teaching process. Learning through observation and hands-on demonstration is actively embraced, but such do not have a deliberate linkage to showcasing of cultural knowledge and skills. The teacher is effectively empowered with a well-designed curriculum which has an express requirement for them to domesticate culturally sensitive education into the daily teaching. The teacher successfully gains the professional mandate which expects them to integrate traditional knowledge system in the classroom teaching fundamentally. The teacher teaches and assesses cultural competencies among the students as part of delivering the designated curriculum.
Utilization of the immediate environment and locally available community resources in the daily teaching so that learners can easily relate the lesson content to what they experience in their everyday lives. The immediate school environment is used as the best laboratory for demonstrating course content. For instance, regular clinics, field visits, transect walks, and field excursions are carried out in the environment with a particular aim of reinforcing the course content. In essence, such activities are not geared towards entrenching the various cultural elements but instead to foster a clearer understanding of the already taught material. Therefore, the possibility of a student learning and transmitting cultural knowledge through such activities is to their discretion, but the primary objective is to entrench academic knowledge and skills. Furthermore, teacher training does not adequately impart on the educator the much-needed information on the history of the localities within which they work hence it is difficult to divert teaching using the community resources into promoting the cultural knowledge among the leaners therein. The curriculum is explicitly designed in such a way that the educator is required to regularly engage the students in projects and experiential learning activities within their surrounding environment. The curriculum has a profound emphasis on the utilization of the community resources not just as a means of reinforcing classroom information but also as a tool for fostering cultural awareness and sensitivity among the learners. As part of the educator training, they are provided with a broad-based, culturally sensitive training that focuses on themes of local significance.
Embracing and actively participating in community initiatives and activities that have the potential of transforming the development of pedagogy. The participation should be appropriate and supportive. As part of the social responsibility of the school, the educator has a personal obligation of bonding with the society by actively participating in its activities, especially those that border on the field of teaching. Through such interactions, the educator develops competencies about the operations within the immediate community, their roles in ensuring higher achievements in the schools as well as their expectations from the educator himself. Therefore, through this, they understand their culturally-appropriate contributions to the well-being of that community and ensure a close working relationship with the community. However, sometimes, the educator is blatantly excluded from community activities which may affect learning. This exclusion is motivated by the conception that some values and teachings are so pertinent to the community that they cannot be confided in outsiders. The community and school establish a dynamic partnership that recognizes the educator as a critical part of such an initiative. Through this, the educator becomes more free and open to engaging in various cultural activities in the community which not only improves his cultural competency but also ensures seamless transmission of community values and expectations into the classroom environment.
Fostering a synergy of close interactions and relationships with the parents of each student. This is an approach that ensures the achievement of a high level of complementary educational expectations between the experiences that a student has at home and in school While parents are encouraged to take an active role in partnering with the educators to enhance the abilities and leverage the challenges of their children, only a few make the initiative. This means that the educator is left to guess the strengths, challenges, and potential of each student which increases the chances of mismatching an expectation need with the chosen interventions. There is no formal role that the parents have in the administration of the curriculum, so they are more complacent about their involvement in ensuring better student outcomes. The parents have a slot in the curriculum which obliges them to be part of the delivery of culturally sound education system. The parents and the educator have a complementary motive promote extensive community and parental interaction and involvement in their children's education. The parents, elders and local leaders actively take a role in instructional planning and implementation.
Active recognition of the full educational potential of every student and their limitations to provide the best feasible interventions that address their challenges to achieving their full abilities in the classroom and beyond. Due to an inadequate understanding of the cultural backgrounds of the students and a weak parental involvement in the learning of their children, the ability of the student and their challenges are only viewed through academic perspectives. In essence, performance in classroom tests is seen as the sole indicators of a student's potential thus making it difficult to develop a responsive evidence-based approach to deal with each student so that they achieve their full potential. The instructor is adequately empowered through training on cultural issues so that they attain the ability to recognize and implement cultural aspects for fostering appropriate educational experiences among the learners. The educator can effectively provide learning opportunities to help learners in recognizing the integrity of the knowledge they bring with them from their unique cultures.
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