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• W4384383203 abstract "Diversity is one of the core values in higher education and its recognition has positive implications associated with student access, performance, and success rate in the higher education system. The issues of diversity and student differences is often ignored and not given adequate attention within the teaching and learning context. Embracing diversity as a civic value in higher learning brings forth transformative remedies and responsive curricular, inclusiveness, equality, intergroup interaction among stakeholders and changes in pedagogical strategies. The focus of this chapter is on constituential diversity related to differences in the student population and other constituents in the institution and procedural diversity which communicates the manner in which teaching and learning, research and community engagement, is realised by institutions. Ubuntu philosophy is used to examine the implications of Ubuntu pedagogy and inclusivity in education for students from diverse cultural backgrounds in educational settings. The chapter draws some recommendations on the strategies that could be adopted to align diversification with pedagogical goals to address the issue of inclusion in higher education. For the promotion of co-existence, social cohesion and inclusivity in education, we recommend Ubuntu pedagogy, which draws from the indigenous Ubuntu philosophy as it can cultivate and restore African indigenous values and cultures in diverse educational settings." @default.
• W4384383203 created "2023-07-15" @default.
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• W4384383203 date "2023-01-01" @default.
• W4384383203 modified "2023-09-25" @default.
• W4384383203 title "Diversity and Its Implications for Teaching and Learning in Higher Educational Institutions" @default.
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• W4384383203 doi "https://doi.org/10.1007/978-3-031-31115-4_22" @default.
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