CULTURALLY RELEVANT PEDAGOGY AS AN INTEGRAL COMPONENT OF PROFESSIONAL PEDAGOGICAL TRAINING IN CANADA

Abstract

The article highlights the issues of culturally relevant pedagogy as an integral component of professional pedagogical training in Canada. The relevance lies in the fact that the educational environment is becoming more and more diverse in a cultural sense. This diversity makes a huge contribution to the organization of the educational process. The author notes that teachers are responsible for the attainability, equality and success of learning for all students, regardless of culture, ethnicity, race, socioeconomic status, language, or religious background. One way to achieve this goal is using culturally relevant pedagogy. The main task of culturally relevant pedagogy is to educate students from different ethnic groups. The term is also used to define the effective use of pedagogy in the global multicultural educational space. Teachers must be prepared to treat with a deep understanding the diverse cultures of the students they teach. In the process of educational activities, teachers need to be aware of how this culture affects the learning behavior of students and how to transform the learning process in the classroom, taking into account the differences.
Culturally respectful teachers have a strong commitment to improving the performance of all students, both majorities and minorities. They recognize the value of the students' native culture, work with students' families, and strive for racial equality and social justice.
Culturally relevant pedagogy is most important for teachers of English as a second language. It encourages teachers to treat the culture of students and their mother tongue as an asset and to include student cultural issues in language learning curricula.