Perspective-Taking Abilities and Multicultural Attitudes by Primary School Teachers in the Ethnic Diverse School Environment

Abstract

As most studies focus on the outcomes of multiculturalism, little is known about the role of the teacher in diversity approaches adopted within schools. The present study explores how teachers view and implement qualities linked to culturally responsive teaching (CRT), such as perspective-taking abilities and adaptation of multicultural attitudes. Through a review of literature, the study explores how multicultural education and CRT can apply to create a more inclusive and equitable learning environment, including for those with an ethnic minority background. Professional development deems essential for improved CRT competency. For the current research, 23 primary school teachers were interviewed in-depth to highlight their conceptions of CRT and its attributions, and to investigate the possible challenges teachers face in the employment of practices in their actual classrooms. The findings indicate that while many teachers uphold a positive attitude towards multicultural education and adopt inclusive teaching practices, there is room for improvement in explicitly including cultural diversity in the curriculum. The study underscores the significance of continuous professional development, and establishing clear guidelines in fostering cultural responsiveness. These factors deem crucial in implementing a comprehensive school-wide strategy to effectively address cultural diversity and ensure equitable educational experiences for all.