COUNSELING
Counseling: School Counseling Case Study
With the emergence of globalization, it is inevitable for schools to prevent diversity inclusion. It has recently become evident that schools that welcome diversity are more successful in helping children gain academic success. However, they have to struggle to become culturally competent in school culture, environment, curriculum, language, and teaching practices. This paper aims at responding to the cultural diversity issues at a selected school and signifying different roles within the educational institute regarding their respective actions.
Role as a Leader
In the given case, there is an evident problem of rejection of cultural diversity within the school, among the students and the teachers. As a school leader, I need to foster a culture of acceptance among the students and teachers. Firstly, I need to do this for the teachers since they are role models for the students and rectifiers if any of them acts inappropriately towards diverse ethnic students (Cherkowski, 2010). School leaders have the power and authentication to inspire others and lead the conversation for this specific role so that taking action does not remain a challenge.
With the people and resources at my disposal being in the role of school leader, I can use language that promotes positivity for diversity inclusion (Kampen, 2020). I should correct any teachers actions or comments; even if they include insignificant gestures such as smiling towards the children from different cultures and the demeaning comments coming from other students on their clothing, food, or language styles, they should be immediately shunned. The teachers should be seriously asked to stop acting in a derogatory way as the children from other ethnicities would feel welcomed in the school vicinity.
Role as an Advocate
In the role of a school advocate, the hiring practices should be such that the teachers should be employed from different ethnicities. Their background and cultural beliefs help them understand the problems faced by students belonging to the same backgrounds. The student and school environment would be flourished once the...
…counseling program might suggest professional development of the teachers that, in a way, encourage other students to laugh and comment on racially diverse students clothing and language mannerisms. This seems to be the main cause that no one has complained about, and parents are unaware of this issue. Formal workshops and seminars could be organized or suggested to them to attend before coming back to school to resume their teaching practices. They should learn pedagogical solutions and collaborative organizational support aimed towards diversities in students contexts (Szelei, Tinoca & Pinho, 2019). They should be prepared for the students cultural challenges and be actively involved in transnational policies for addressing equity and justice. The socio-cultural learning environment would help the teachers gain knowledge of the complexities between the nationalities and the values attached to their citizens that should be fundamentally respected. The professional development should be taken as an achievement gap that the school seems to be facing currently in the given case. Teachers must understand the significance of this…
References
Cherkowski, S. (2010). Leadership for diversity, inclusion, and sustainability: Teachers as leaders. Citizenship, Social and Economics Education, 9(1), 23-31. https://doi.org/10.2304/csee.2010.9.1.23
Hansen, J.H., Carrington, S., Jensen, C.R., Molbaek, M. & Schmidt, M.C.S. (2020). The collaborative practice of inclusion and exclusion. Nordic Journal of Studies in Educational Policy, 6(1), 47-57. https://doi.org/10.1080/20020317.2020.1730112
Kampen, M. (2020, November 6). 7 ways to support diversity in the classroom [with examples]. Prodigy. https://www.prodigygame.com/main-en/blog/diversity-in-the-classroom/
Mills. (2020, November 4). How you can be a diversity advocate as an education leader. https://online.mills.edu/blog/diversity-advocate/
Slater, L. (2004). Collaboration: A framework for school improvement. Available at ERIC: https://files.eric.ed.gov/fulltext/EJ984546.pdf
Szelei, N., Tinoca, L. & Pinho, A.S. (2019). Professional development for cultural diversity: The challenges of teacher learning in context. Professional Development in Education, 46(5), 780-796. https://doi.org/10.1080/19415257.2019.1642233
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