Exploring culturally responsive teaching: a multi-stakeholder perspectives on enhancing children's school readiness: a qualitative study

Abstract

ABSTRACT Ethiopian students and territories are predominantly from diverse racial, ethnic, cultural, and linguistic families, yet teachers and school leaders often fail to embrace this diversity fully. The study explored the views of teachers, school leaders, and early childhood experts on the importance of culturally responsive teaching in enhancing children's learning and school readiness. This paper utilised qualitative, semi-structured interviews and focus group discussions to analyse stakeholders’ viewpoints. There were five distinct perspectives. The investigation's results indicate that cultural responsiveness is achieved through culturally responsive teaching, cultural diversity beliefs, bilingualism, teacher–child relationships, culture-sensitive teaching materials, and feedback. The textbook's biased content, highlighting dominant cultures and ignoring minority ones, negatively impacts children's learning and achievement. The study's findings have implications for policymakers aiming to address these gaps and meet the 2030 Agenda's ((‘Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All; 2016’) demand for top-notch pre-primary education for all children.