Conclusion of relationship between culture and education
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Many analyses of the relationship between education and culture treat culture in one of two ways. Either it is seen as a set of pre-existing attitudes or factors which mitigate against the functioning and processes of the school, or it is seen as something which is reproduced among the younger generation by the school. In both cases culture is regarded as an entity, bearing either an antecedent or consequent relation to the process of education. In both cases culture conveys a slightly negative message. Either culture holds back, prevents or slows down the goals of the educator and educational institution, or the educator and educational institution are servants in the maintenance and reproduction of pre-existing culturesl which in many instances are judged by the outsider to be stagnant and regressive. Culture, broadly defined, is invoked as an explanation of failure rather than success, of problems rather than achievements, and as a predictor of future difficulties rather than future possibilities. The papers in this volume reinforce aspects of these dominant concepts. Yet they also move us in significant ways, towards an alternative conception. All focus on the processes of in-school and out-of school learning. Both types of learning are viewed as activities which occur within cultural sub-systems, some of which may conflict with each other. In almost every case, culture is imbued with a dynamic rather than a static quality, with a history as well as a future. The development of a cultural identity is posited as a central outcome of the learning process. But it is recognized that the shape and form of that identity is moulded through different
... In Fiji, the lack of research into teacher practice means that there is limited understanding of how well-versed and willing teachers are to develop and apply contextualized pedagogies. Existing research findings can therefore only provide a 'snapshotA recommendation for the Ministry of Education and for the School of Education at USP would be to unpack the meaning of constructivist teaching in context, taking into account the 'culture-gap' (Little, 1995): the difference in expectations between the home culture and the culture of the school.
... Many teachers do not seem to understand that student-centred learning is self-directed and participatory, and therefore do not understand that the predominant practices of passive pen-paper activities and question-answer techniques are not necessarily student-centred. A recommendation for the Ministry of Education and for the School of Education at USP would be to unpack the meaning of constructivist teaching in context, taking into account the 'culture-gap' (Little, 1995): the difference in expectations between the home culture and the culture of the school. Richardson (2003) explains: ...
• Shamatov, D. (2015). Country study report on pedagogical approaches: Case of Kyrgyzstan. In Law, E. & Miura, U. (Eds). Transforming teaching and learning in Asia and the Pacific: Case Studies from Seven Countries. Bangkok: UNESCO commissioned study.
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Relationship between culture and education:
• Both culture and education are so thoroughly related to each other that they both have a common objective to attain i.e. the improvement or alteration of the behavior of an individual.
• Both culture and education play an equally significant role in helping the individual in making his proper modification in society.
• Education teaches about shared and cultural values. Education helps in the foundation of schools, colleges, and universities.