Résumés
Abstract
This case study explored the need for culturally relevant pedagogy (CRP) in Saudi Arabian higher education, especially when students have a cultural background that differs from that of their instructor. The study documented how expatriate teachers structured their pedagogical practices in the Saudi Arabian context. It examined how these university teachers attempted to proactively accommodate students’ needs, prior experiences and performance, and how they promoted academic progress while teaching in a different culture. Six themes were revealed: (1) the challenges of constructivism in the Saudi Arabian context; (2) linking pedagogy to the lives of Saudi students; (3) alternating and adjusting teaching to address student needs; (4) connecting with students’; (5) discrepancies in teachers’ beliefs; and (6) teachers’ assumptions and expectations about knowledge. It is argued that CRP offers opportunities for better learning experiences for Saudi students. Through CRP, learning can be made more meaningful and can help in the development of a positive student identity. Some pedagogical strategies are offered to help teachers implement CRP.
Résumé
Cet article examine les besoins en termes de pédagogie culturellement adaptée au niveau de l’enseignement supérieur en Arabie Saoudite et cible particulièrement les étudiants possédant un profil culturel différent de celui de leur enseignant. Cette étude présente comment les enseignants expatriés déploient leurs pratiques pédagogiques en Arabie Saoudite. Celle-ci analyse de quelle manière proactive les enseignants essaient d’accommoder les besoins, les expériences et les réalisations préalables des étudiants et comment ils encouragent les progrès scolaires tout en enseignant dans une culture différente. Six thèmes sont explorés: (1) relever les défis du constructivisme dans le contexte de l’Arabie Saoudite; (2) arrimer la pédagogie au vécu des étudiants saoudiens; (3) effectuer une alternance ou un ajustement de l’enseignement pour rencontrer les besoins des étudiants; (4) établir des liens avec les étudiants; (5) les divergences entre les croyances des enseignants et (6) les hypothèses et attentes des enseignants relativement au savoir. Dans cet article, l’auteur avance que la pédagogie culturellement adaptée offre de meilleures opportunités d’apprentissages aux étudiants saoudiens. Grâce à la pédagogie culturellement adaptée, l’apprentissage peut devenir plus pertinent et faciliter le développement d’une identité culturelle positive chez l’étudiant. Quelques pistes pédagogiques sont présentées pour aider les enseignants à utiliser ce type de pédagogie.
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Parties annexes
Biographical note
AMANI K HAMDAN ALGHAMDI is an Assistant Professor and Vice Dean at the Faculty of Education, University of Dammam Saudi Arabia. Her research interests include education and curricula in Saudi Arabia, analytical and critical thinking and their infusion into teaching, online education and cultural manifestation, higher education, narrative research and critical multicultural education. Dr. Hamdan Alghamdi has over 19 years of international teaching experience.
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Parties annexes
Note biographique
AMANI K HAMDAN ALGHAMDI est professeur adjoint et vice-doyen de la faculté des sciences de l’éducation de l’Université Damman d’Arabie Saoudite. Ses intérêts de recherche portent sur l’éducation et les programmes en Arabie Saoudite, la pensée analytique et critique ainsi que leur influence en enseignement, la formation en ligne et les manifestations culturelles, l’enseignement supérieur, la recherche narrative et la pédagogie multiculturelle critique. Le professeur Hamdan Alghamdi possède plus de 19 années d’expérience en enseignement à l’international.