Author:
According to Hazard (2019),”Identity, literacy, and education are socially constructed” (p. 8). This simply means how we define ourselves and the stories we construct about ourselves are all shaped by interactions with our families, society, and culture. These experiences are built gradually on a daily basis, they were not predesigned or fixed, they also impact how we learn. Understanding all of this put together helps educators monitor each student’s learning ability and progress. There is more to education than just reading and writing, it involves exchanges of ideas, values, and practices.
Meeting the needs of diverse students, educators can create an environment that encourages inclusivity and diversity. Instead of focusing just on test preparation, where students have already memorized what they’ve been taught, educators can transform their classroom to mimic the real world, where students will have to research and provide solutions to real-world issues. This will give them a sense of collaboration, and they will exhibit their critical thinking skills, for example, the impact of colonization on culture. Students get to share their views, and they can include their lived experiences. Burwell and Lenters (2015)
To apply the 21st century skills, different resources can be used through different learning styles to accommodate every student with unique learning styles like audio, video, and kinesthetic. To keep records of student’s progress, different assessment methods should be included in the curriculum. This includes formative, summative, and self-reflective. In multiliteracy theory, each student is unique, and teaching in a way that respects their needs and identities requires an awareness of their local culture. However, students in these locations may suffer if education is planned without regard for local culture. Vulnerable children in disadvantaged areas may, in serious circumstances, be denied the opportunity to acquire basic literacy skills and lose a sense of belonging to their own community.
Nevertheless, we can consider education as a compassionate strategy that genuinely honors each student’s distinct and rich heritage in regions of the world where modern skills have been brought without taking local customs and traditions into account.
References
Burwell, C., & Lenters, K. (2015). Word on the street: Investigating linguistic
landscapes with Canadian urban youth. Pedagogies: An International Journal, 10(3),
201-221. doi: 10.1080/1554480X.2015.1029481
Hazard, R. (2019). Supporting 21st century skills in language and literacy classrooms with a multiliteracies approach. European Conference on Language Learning at: University College London. https://www.researchgate.net/publication/346187182
Hey Mercy, I appreciate your insight about education should focus beyong academic learning. Your examples are on point and persuasive, and your blog is well structured. As modern technology has gone wild, I agree that using them as resources for education helps students train the 21st-century skills. From my perspective, cultural appreciation is recommended, but shouldn’t be mendatory. Just like what you mentioned, different people born in different regions of the world have different levels of privileges. Rural areas may potentially provide them disadvantages when they go out to a more developed place due to the lack of resources and information. Students who grow up there may choose where they belong to, instead of being stuck at home. Therefore, it’s important to teach them about the local culture objectively, but also allow them to think critically on that part.
Mercy, I love how your post digs into education beyond academics, your examples are spot-on and persuasive, and the structure’s solid. I agree modern tech is a game-changer for building 21st-century skills, as you noted. On cultural appreciation, I’d tweak it: it’s valuable but shouldn’t be mandatory. Like you said, privilege varies by region, rural kids face resource gaps that can hinder them in developed areas. They should learn local culture objectively, sure, but also have room to critically assess it and choose their path, not just stay rooted. Hazard’s (2019) idea of socially constructed identities supports this, education should empower, not box them in. Great insights overall!