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ROLE OF A

TEACHERS IN
ENHANCING
ETHNIC
RELATION
Nurul Aini Binti Mad Sharif
Anis Adila Binti Johari
Calextus Dainus
INTRODUCTION
 The government has implemented various approaches in order to
promote national unity and patriotism among the people.
 But the shift in racial issues that threaten the unity and harmony
still arise. This condition has become a major challenge to the
educators and students.
 The teachers need to prepare themselves with the awareness,
knowledge and multicultural skills.
 When the teaching is not suitable with students’ diverse
background, there will be a cultural clash. (Necochea, 1997;
Casteel, 1998; Cartledge, et al., 2000).
LEVELS OF ETHNIC RELATIONS
SEGREGATION Practice of separating people of different races, classes,
or ethnic groups,
ACCOMODATION Conscious of cultural difference but live harmoniously
The minority accepts the culture of the dominant group
ACCULTURATION making necessary adjustments to social situations to
prevent or reduce conflict.

ASSIMILATION The process of reducing the boundary whereby the


minority incooperate elements of the dominant group’s
culture & traits, but at the same time maintain their own
distinctive ethnic & cultural identities

AMALGAMATION Forming a new cluster through mixed marriages


role 1:
RESPECT THE UNIQUENESS AND DIVERSITY OF
PUPILS
 Demonstrate respect for diversity, maintain fairness and promote
equality irrespective of gender, race, religion, sexual orientation,
appearance, age, language or different needs or abilities
 Maintain an up to date knowledge of guidelines issued nationally, by
the Council for the Teaching Profession, their school or college,
education authorities and the Office of the Commissioner for Children
insofar as these concern their personal and professional conduct
Role 2:
Express interest in the ethnic background of
pupils
 Encourage pupils to research and share information about their
ethnic background as a means of fostering a trusting relationship
with fellow classmates.
 Analyze and celebrate differences in traditions, beliefs, and social
behaviors.
 Also, take the time to learn the proper pronunciation of student
names and express interest in the etymology of interesting and
diverse names.
ROLE 3:
MAINTAIN A STRICT LEVEL OF SENSITIVITY TO
LANGUAGE CONCERNS
 In traditional classrooms, students who are not native English
speakers often feel marginalized, lost, and pressured into discarding
their original language in favor of English.
 In a culturally responsive classroom, diversity of language is
celebrated and the level of instructional materials provided to non-
native speakers are tailored to their level of English fluency.
 Accompanying materials should be provided in the student’s primary
language and the student should be encouraged to master English.
ROLE 4:
MAINTAIN AN “INCLUSIVE” CURRICULUM THAT
REMAINS RESPECTFUL OF DIFFERENCES

 A culturally responsive curriculum is both inclusive in that it


ensures that all students are included within all aspects of the
school and it acknowledges the unique differences students may
possess.
 A culturally responsive curriculum also encourages teachers’
understanding and recognition of each student’s non-school
cultural life and background, and provides a means for them to
incorporate this information into the curriculum, thus promoting
inclusion.
Role 5:
PRACTICE ANTI BIASED APPROACH

 Anti bias approach in teaching and learning focus on identity


formation of children to provide them with the ability to deal with
the real world today that consists of people of various cultures,
languages and races.
 Dukes and Ming (2006) stressed the importance of the role of a
teacher as a multicultural agent.
HOW TO INTEGRATE ETHNICS RELATION IN
T&l
 Every ethnics has their own unique cuisine and diets.
 Teachers can use the elements of cuisine and diets as a resource
for teaching and learning based on pedagogy that is relevant to the
topic of the culture.
 These special cuisine is one of Malaysia’s speciality that has to be
appreciated.
Conclusion
 Malaysia is a multiracial nation and has engineered nation building
through its education system.
 The role of teacher is very important as they acts as the role model
for the students in achieving the goal of multicultural understanding
among students.

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