Week 1 With the influx of online learning, and the impact of globalization during the second decade of the 21st century, educators are still grappling with what culturally relevant teaching should look like. Prior to completing this discussion read Chapter 1 in Nuri-Robins, Lindsey, Lindsey & Terrell (2011).Initial Post: Create an initial response complete the following:Part 1: ResearchLocate three academic sources that address culture at the post-secondary level.Provide the APA citations for each of the sources.Part 2: ApplyDevelop your own working definition of culturally relevant teaching at the post-secondary level. Be sure to explain how the sources you located in Part 1 influenced the definition you developed.Include how the five essential elements of a culturally proficient instructor can help you function better at your educational institution.500 words ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------This part need to be 200 word responseGuided Response: Post responses to at least two classmates. In your response, reflect on your classmate’s responses. Questions you might consider in your response include:Have they provided a clear definition?How does your definition compare to theirs?How well did they use literature to develop their definition?With the influx of online learning, and the impact of globalization during the second decade of the 21st century, educators are still grappling with what culturally relevant teaching should look like. Prior to completing this discussion read Chapter 1 in Nuri-Robins, Lindsey, Lindsey & Terrell (2011).Initial Post: Create an initial response complete the following:Part 1: ResearchLocate three academic sources that address the culture at the post-secondary level.Provide the APA citations for each of the sources.Part 2: ApplyDevelop your own working definition of culturally relevant teaching at the post-secondary level. Be sure to explain how the sources you located in Part 1 influenced the definition you developed.Include how the five essential elements of a culturally proficient instructor can help you function better at your educational institution. Nuri-Robins, Lindsey, Lindsey, & Terrell (2011) explain the five essential elements of a culturally proficient instructor as:"The essential elements of Cultural Proficiency provide the standards for individual behavior and organizational practices. The essential elements guide educators and organizations in the choice and application of culturally proficient practices.Assess Culture: Identify the cultures present in a system, including organizational cultures.Value Diversity: Demonstrate an appreciation for the differences among and between groups in policies and practices.Manage the Dynamics of Difference: Respond appropriately and effectively to the conflicts and issues that arise in a diverse environment.Adapt to Diversity: Change and adopt policies and practices to support both diversity and inclusion.Institutionalize Cultural Knowledge: Drive the changes into the organization so they are systemic and systematic."In any educational institution, instructors should be continually trained in the importance of mastery in assessing the culture of its students, valuing diversity, managing the various dynamics that arise, and adapting to change. Also, educational leaders must create an environment that supports educators with systematic protocols that promote diversity. My working definition of culturally relevant teaching at the post-secondary level is the theoretical framework of an educator who understands how to be more than sensitive to cultural differences, but intentionally encourages and incorporates a variety of culturally relevant content that connects with the topic being introduced. According to Spooner (2020), Neoliberalism, NPM, and audit culture are mutually reinforcing, intertwined, and inextricably linked forces altering almost every aspect of our campuses, although the specific nature of these changes is dependent on governmental structures, traditions, and local contexts as this current partial special issue will help illuminate. Educators need on-going training that re-enforces multiculturalism and the various aspects of it that point to mastery because there is no one-size-fits-all instruction in a global classroom. According to Finnie (2014), "Culture" thus appears to matter greatly to decisions regarding PSE (Post-Secondary Education). If, then, we wish to expand opportunities for PSE, including among currently under-represented groups - including the low-income groups upon which many of our concerns are typically focused - it is important to go beyond financial considerations and turn our attention to these cultural factors. Culture can be subjective and educators must be made aware the culture and ethnicity are two very different things. Therefore, it is likely that there can be misunderstandings between international students and those from the local culture during interactions when there is a lack of cross-cultural awareness as explained by Cetin, Bahar, & Griffiths (2017). To improve communicative efforts in global learning, educational leaders must create an inclusive environment and promote teacher efficacy in multi-culturalism. ReferencesCetin, Y., Bahar, M., & Griffiths, C. (2017). International Students’ Views on Local Culture: Turkish Experience. Journal of International Students, 7(3)m 467-485Finnie, R. (2014). Does culture affect post-secondary education choices? Higher Education Management & Policy, 24(3), 57-85. https://doi-org.proxy-library.ashford.edu/10.1787/...Nuri-Robins, K. J., Lindsey, D. B., Lindsey, R. B., & Terrell, R. D. (2011). Culturally proficient instruction: A guide for people who teach (3rd ed.). Corwin Press.Spooner, M. (2020). Technologies of Governance in context: Four Global Windows Itno Neoliberalism and Audit Culture in Higher Education. Qualitative Inquiry, 26(7), 743-747. https://doi-irg,orixt-library.ashford.edu/10.11778...With the influx of online learning, and the impact of globalization during the second decade of the 21st century, educators are still grappling with what culturally relevant teaching should look like. Prior to completing this discussion read Chapter 1 in Nuri-Robins, Lindsey, Lindsey & Terrell (2011).Initial Post: Create an initial response complete the following:Part 1: ResearchLocate three academic sources that address the culture at the post-secondary level.Provide the APA citations for each of the sources.Part 2: ApplyDevelop your own working definition of culturally relevant teaching at the post-secondary level. Be sure to explain how the sources you located in Part 1 influenced the definition you developed.Include how the five essential elements of a culturally proficient instructor can help you function better at your educational institution. Nuri-Robins, Lindsey, Lindsey, & Terrell (2011) explain the five essential elements of a culturally proficient instructor as:"The essential elements of Cultural Proficiency provide the standards for individual behavior and organizational practices. The essential elements guide educators and organizations in the choice and application of culturally proficient practices.Assess Culture: Identify the cultures present in a system, including organizational cultures.Value Diversity: Demonstrate an appreciation for the differences among and between groups in policies and practices.Manage the Dynamics of Difference: Respond appropriately and effectively to the conflicts and issues that arise in a diverse environment.Adapt to Diversity: Change and adopt policies and practices to support both diversity and inclusion.Institutionalize Cultural Knowledge: Drive the changes into the organization so they are systemic and systematic."In any educational institution, instructors should be continually trained in the importance of mastery in assessing the culture of its students, valuing diversity, managing the various dynamics that arise, and adapting to change. Also, educational leaders must create an environment that supports educators with systematic protocols that promote diversity. My working definition of culturally relevant teaching at the post-secondary level is the theoretical framework of an educator who understands how to be more than sensitive to cultural differences, but intentionally encourages and incorporates a variety of culturally relevant content that connects with the topic being introduced. According to Spooner (2020), Neoliberalism, NPM, and audit culture are mutually reinforcing, intertwined, and inextricably linked forces altering almost every aspect of our campuses, although the specific nature of these changes is dependent on governmental structures, traditions, and local contexts as this current partial special issue will help illuminate. Educators need on-going training that re-enforces multiculturalism and the various aspects of it that point to mastery because there is no one-size-fits-all instruction in a global classroom. According to Finnie (2014), "Culture" thus appears to matter greatly to decisions regarding PSE (Post-Secondary Education). If, then, we wish to expand opportunities for PSE, including among currently under-represented groups - including the low-income groups upon which many of our concerns are typically focused - it is important to go beyond financial considerations and turn our attention to these cultural factors. Culture can be subjective and educators must be made aware the culture and ethnicity are two very different things. Therefore, it is likely that there can be misunderstandings between international students and those from the local culture during interactions when there is a lack of cross-cultural awareness as explained by Cetin, Bahar, & Griffiths (2017). To improve communicative efforts in global learning, educational leaders must create an inclusive environment and promote teacher efficacy in multi-culturalism. ReferencesCetin, Y., Bahar, M., & Griffiths, C. (2017). International Students’ Views on Local Culture: Turkish Experience. Journal of International Students, 7(3)m 467-485Finnie, R. (2014). Does culture affect post-secondary education choices? Higher Education Management & Policy, 24(3), 57-85. https://doi-org.proxy-library.ashford.edu/10.1787/...Nuri-Robins, K. J., Lindsey, D. B., Lindsey, R. B., & Terrell, R. D. (2011). Culturally proficient instruction: A guide for people who teach (3rd ed.). Corwin Press.Spooner, M. (2020). Technologies of Governance in context: Four Global Windows Itno Neoliberalism and Audit Culture in Higher Education. Qualitative Inquiry, 26(7), 743-747. https://doi-irg,orixt-library.ashford.edu/10.11778...