The cultural environment

Equally important and linked to the school’s material environment is the prevailing cultural environment. A school should be a space where learning is valued and learners and teachers feel supported and appreciated. It should be imbued with the values of tolerance, inclusion and equity at all levels and in all activities. Any vulnerable group should be protected, and the school should promote an active culture of equality. Creating a cultural environment in which learners learn to live in society and treat one another and their teachers with respect requires strong leadership, which is the responsibility of the head teacher.

This chapter has presented and discussed several different but interrelated dimensions that should underpin a holistic, integrated teacher policy. Figure 3.3 illustrates some of the main issues or problems, discussed in this chapter, that a teacher policy may seek to address. It illustrates that effective teacher policy-making and programmes depend on the relationship of key variables within the education and teacher education environments, factoring in the global as well as the national political, economic, social and cultural contexts.(PDF) [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]

Source: Australian Government, Office of Development Effectiveness, 2013 (reproduced with permission).

The next chapter examines the process of developing such a policy.

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Now go to Chapter 4 Phases.

The material environment