Addressing Student Diversity via Culturally Responsive Pedagogy

Abstract

Studies have shown that culture influences the learning process and social adjustment of students. As agents of change, teachers need to be multi-culturally aware of differences among students and promote cultural understanding to enable them to become sensitive to other students from other cultures and to eventually be able to live harmoniously in a multicultural community. The objective of this paper is investigate 128 primary school teachers’ understanding and level of multicultural competence and the effects of the training in raising awareness about multiculturalism in the classroom. Multicultural competence comprises multicultural awareness (how people's attitudes, beliefs, values, assumptions, self-awareness affect the ways they interact with those who are culturally different from themselves), knowledge (informed understanding of cultures that are different from one's own culture) and skills (skills individuals use to engage in effective and meaningful interactions with those who are from different cultural backgrounds). The training workshop employs three main activities (a) self-awareness, (b) awareness of Malaysian cultures and (c) instructional strategies and resources. Data were collected using a self-report questionnaire. Both quantitative and qualitative analyses reveal a positive impact on the teachers’ multicultural awareness and competency which supports a culturally responsive pedagogy. It can be concluded that the teachers had a positive response to the workshop. The study supports the need for multicultural awareness and competency training for teachers to help them manage a multi-culturally diverse classroom.