An Analysis of the Impact of Culture on Pedagogy in the Tribal Area of Dera Ghazi Khan (Pakistan)

Muhammad Tanveer Afzal¹ and Khalida Nasreen^1,

¹T.ED Department, AIOU, Pakistan

Cite this paper:
Muhammad Tanveer Afzal and Khalida Nasreen. An Analysis of the Impact of Culture on Pedagogy in the Tribal Area of Dera Ghazi Khan (Pakistan). American Journal of Educational Research. 2019; 7(1):84-92. doi: 10.12691/education-7-1-13

Abstract

This paper examined the impact of culture on pedagogy in the tribal area of Dera Ghazi Khan (Pakistan). All the teachers working in the female schools of tribal area Dera Ghazi Khan (Pakistan) at primary level, all the female students studying in these schools and all the parents of these students constituted the population of the study. Stratified random sampling technique was used in this study. This study adopted the observational schedule and interview technique instruments. Data were collected from the lessons of 10 teachers, 90 students and 10 parents through stratified random sampling technique. These instruments were validated by five experts in the field of education. For the reliability, a pretesting of these instruments was made three times. The results indicated that culture had a great impact on pedagogy and especially language difference affects greatly the learning process. This study also recommended: local teachers should be appointed in this area, teachers who do not belong to this area should be taught spoken language course of this area, teachers should be regular in schools and some financial aid should be given to the female students of this area.

Keywords:
teacher classroom culture pedagogy tribal areas

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Barber, M., & Mourshed, M. How the worlds ‘best- performing school systems come out on top, 2007, London: A survey of McKinsey & company.
[2]	J. Reyhmer, W. S. Gilbert & L. Lockard (Eds.), Honoring Our Heritage: Culturally Appropriate Approaches for Teaching Indigenous Students, 2011, (pp 1-9). Flagstaff, AZ: Northern Arizona University.
[3]	Entz, S, Why Pedagogy Matters: The Importance of Teaching In A Standards-Based Environment, 2007, Hawaii Community College. Forum on Public Policy.
[4]	Alexander, R.J, Culture and Pedagogy: International comparisons in primary Education, Oxford, Blackwell, 2001.
[5]	Tankard, G.M, The Importance of Acknowledging Cultural orientation To Guide Pedagogical Practices, 2015, Culture & Pedagogy. Vol 1.
[6]	Culture in the classroom/ teaching tolerance. (n.d). Retrieved from https://www.tolerance.org/culture-classroom.
[7]	Badger, R., & MacDonald. M. N. Culture, Language, Pedagogy: the place of culture in language teaching education. (2007). Pedagogy, Culture & Society, 15 (2), 215-227.
[8]	Spencer-oately, H, What is culture? A compilation of quotations, 2012, Global PAD core concepts. Retrieved from https://www.warwick.ac.uk/globalpadintercultural.
[9]	Adian, G.D., & Arivia, G, Relations between Religions and Cultures in Southeast Asia, 2009. Retrieved from https:/books.Google? ISBN= 1565182502.
[10]	Steven E. B, Sociology: Understanding & Changing The Social World, 2010, Brief Edition. Boston, MA: Flat world.
[11]	Marriam Webster Dictionary, Pedagogy/Definition of Pedagogy, 2018. Retrieved from https://www.marriam–webster.com/dictionary pedagogy.
[12]	Smith, M. K, Jerome’s Bruner & the process of education, 2002, the encyclopedia of informal education. Retrieved from https://Infed.org/mobi/Jerome-brunerand-the-process-of-education.
[13]	Tharp, R G, The CREDE five standards for effective pedagogy, 2008, University of Hawaii at Manoa. College of education. Retrieved from manoa. Hawaii. Edu/coe/credenational/effective-teaching/.
[14]	Brown, T, T2 Classroom Dialogue, 2013, Rutledge. Taylor and Francis (2014).
[15]	Alexander, R.J, Towards a comparative pedagogy: International Handbook of Comparative Education, Cowen, R. & Kazamias, A.M.(ed), 2009.