The data presented in the discussion and findings of the paper have been analyzed and interpreted in the context of the study derived from doctoral research.
<p><i>A dialectic pragmatist stance provides ways of meaningful
engagement with differences encountered in the context of study, in terms of
cultural, ethnic, linguistic and other forms of diversity. The issues and
challenges in the delivery of a multi-faceted and multi-dimensional curriculum
as well possible solutions and enablers were also reviewed. The consolidated
findings from the study reveal that teachers often use a hybrid pedagogical
approach, blending both local and international practices and values in the
delivery of the enacted curriculum. The potential and possibilities of
culturally responsive, place-conscious pedagogical practices, rethinking the
roles of teacher and learner, as well as the need for collaborative
partnerships and relationships within communities of practice so as to enable
the delivery of a future-oriented curriculum that address issues of equity,
sustainability and social justice is reviewed and affirmed. </i><i>The
pragmatist research paradigm engages everyday realities and allow practical
methods to elucidate issues from multiple viewpoints and contexts. A
dialectical stance comprising of a constructive- interpretivist worldview
facilitated the analysis of findings across the data sets.</i></p>
<p><i>A dialectic pragmatist stance provides ways of meaningful
engagement with differences encountered in the context of study, in terms of
cultural, ethnic, linguistic and other forms of diversity. The issues and
challenges in the delivery of a multi-faceted and multi-dimensional curriculum
as well possible solutions and enablers were also reviewed. The consolidated
findings from the study reveal that teachers often use a hybrid pedagogical
approach, blending both local and international practices and values in the
delivery of the enacted curriculum. The potential and possibilities of
culturally responsive, place-conscious pedagogical practices, rethinking the
roles of teacher and learner, as well as the need for collaborative
partnerships and relationships within communities of practice so as to enable
the delivery of a future-oriented curriculum that address issues of equity,
sustainability and social justice is reviewed and affirmed. </i><i>The
pragmatist research paradigm engages everyday realities and allow practical
methods to elucidate issues from multiple viewpoints and contexts. A
dialectical stance comprising of a constructive- interpretivist worldview
facilitated the analysis of findings across the data sets.</i></p>
The data presented in this paper is qualitative in nature and was obtained through ethnographic observation and participant interviews and arises from the first author's doctoral research.<br><div><br></div><div><br></div><div>Tables 1-3 - First author</div>
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