Perspectives of Dutch Teachers with Non-dominant Cultural Backgrounds on Effective Teaching in Culturally Diverse Classrooms
Summary
Dutch classes become more diverse every year, yet the average teacher is unable to effectively
teach all students, as shown by the lower academic achievement of students with a culturally
non-dominant (CND) background. CND teachers are presumed to be better equipped to teach
diverse classes because they are familiar with both dominant and non-dominant cultures. This
qualitative study examined the perspectives of 14 Dutch teachers with culturally non-dominant backgrounds on effective teaching in culturally diverse classrooms. Drawing upon a
social-constructivist research paradigm, the researcher conducted semi-structured interviews
to examine how CND teachers define effective teaching. Interviews were analysed in an
interpretivist way through iterative coding and the use of case descriptions. One central theme
emerged: effective teaching is about making students feel seen. Teachers achieved this by
using culturally responsive teaching practices (i.e., incorporate students’ cultures and
experiences in teaching), which they considered normal practice. As the average white Dutch
teacher does not share this opinion, this study underscores the importance of integrating
culturally responsive teaching in teacher education.
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