The Incorporation of Multiculturalism into the Curriculum: Dutch and English lessons in Dutch Secondary Education

Abstract

The purpose of this study is to examine which teaching methods teachers use in order to incorporate multiculturalism into Dutch and English lessons in Dutch secondary education. The participating teachers taught groups of pupils who scored relatively low on cultural diversity. The teachers were interviewed regarding their attitude towards multiculturalism and the teaching methods they employ to incorporate it into their lessons. In addition, each pupil completed a questionnaire measuring his or her attitude towards multiculturalism. The results of the questionnaires were statistically analysed in order to measure the outcomes of the Likert-scale items. The interviews were colour-coded and analysed inductively to identify patterns in the teachers’ answers. The results demonstrated that the participants – both English and Dutch teachers – tended to make use of non-Dutch literature with a view to incorporating multiculturalism into their lessons, thus complementing the curriculum. Dutch teachers tended to make more use of conversations and media, while English teachers made more frequent use of pupil presentations and course books in order to incorporate different cultures into the lesson. Furthermore, the results suggested that the pupils understood the importance of being taught about different cultures, but were often unaware that this was taking place in their Dutch and English lessons. Based on the findings, a teacher handbook was designed as a source of inspiration for trainee teachers, containing recommendations on how to incorporate multiculturalism into lessons.