Intercultural actions speak louder than words: How teachers apply culturally relevant practices in ethnic diverse classrooms
Year: 2024
Type: article
Abstract: Teachers in ethnically diverse environments face increasingly complex demands. Intercultural competences can support teachers in navigating such contexts, but little is known about how teachers utilize these competences in practice. This study interviewed 48 teachers across four Flemish secondary schools, selected based on their diversity policies. We explored how teachers apply culturally relevant practices on a day-to-day basis and how they align with theoretical intercultural competences. A thematic analysis revealed two dominant approaches: teacher-centred practices in situations requiring control and student-centred approaches when teachers felt in control and focussed on student needs. The study also explains variation between teachers' approaches. • This study shows how Flemish teachers perceive and utilize culturally relevant practices in daily classroom interactions. • Teachers either used teacher-centered (authority, class management) or student-centered (empathy, communication) methods. • This study also highlights how situational factors shape the culturally relevant practices of teachers
Source: Teaching and Teacher Education
Institution: Ghent University
Language: English
Subfield: Cultural Studies
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,770
Awards: National Pride and Prejudice? Testing the relationship between Belgian majority and minority students’ ethnic identities and their prejudice and behavioral intentions to ethnic out-groups in educational and socio-political contexts, EdisTools: How can we explain and reduce ethnic discrimination by teachers in secondary education in Flanders?, G5985833386, Developing training tools for explaining and reducing ethnic discrimination in the fields of education, health care, housing and labour
OpenAlex ID: W4404665948