Student Engagement with Difference at a Canadian University

Authors

  • Helen Irma Lepp Friesen University of Winnipeg

Keywords:

adult education, curriculum, curriculum theory, language and literacy

Abstract

Mutual respect is an essential component of a peaceful society in which everyone is honoured and treated as equals. Using a phenomenological approach, this study examined the experiences of nine post-secondary students in culturally diverse classrooms in an urban Canadian university. Through individual interviews, using phenomenological reduction, findings suggest that participants defined and engaged with cultural diversity in a variety of ways and exhibited various levels of intentionality of engagement and non-engagement with each other. Participants observed differences pertaining to language, culture, ethnicity, skin colour, and religion. From these discussions of difference, participants proposed practical pedagogical practices that might promote cross-cultural competencies, including: active participation, open dialogues, out of the classroom learning, and non-adherence to clocks and desks in cookie cutter order. The study revealed that implementing Freirian critical pedagogy and Cummins’ empowerment model in culturally diverse post-secondary classrooms can increase the students’ comfort level, which strengthens their ability to learn in their classrooms and from each other.

Author Biography

Helen Irma Lepp Friesen, University of Winnipeg

Helen Lepp Friesen is an academic writing instructor in the Rhetoric, Writing, and Communications department. Outstanding points in her career are meeting and having the privilege of working with hundreds of enthusiastic, talented students and working with colleagues that are supportive and encouraging in a department that is welcoming.

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Published

2016-11-08

Issue

Vol. 7 No. 1 (2016)

Section

Research Study/Recherche

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