Interrogating practice in culturally diverse classrooms: what can an analysis of student resistance and teacher response reveal?

Abstract

As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondary school in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers' reflexivity about the values and beliefs that underpin their practice.

Professional development for cultural diversity: the challenges of teacher learning in context

“…Gorski 2016, Souto-Manning 2019, 2) provide opportunities to reflect on and challenge own assumptions and beliefs on cultural diversity, students, society and practices (e.g. Santoro 2009, Acquah and Commins 2015, Santoro and Forghani-Arani 2015, 3) facilitate developing pedagogical frameworks such as pedagogies of empowerment, student voice, cultural relevance/ responsiveness and multilingualism (e.g. May 2013, Souto-Manning 2017, Wiggan and Watson-Vandiver 2017), 4) redefine relationships within the whole school community including teacherstudent-community relationships towards trustworthy, respectful, equal partnerships to learn from and with each other and improve school together (e.g.…”

“…Consequently, some teachers´wished for more time for reflection, as well as thought of teacher learning more holistically in rethinking the teaching profession, the purpose of schooling; changing attitudes and dispositions towards cultural diversity and students, both on the level of classroom pedagogy and being in the profession (Acuff 2018). This shows that some teachers were aware of the importance of critical reflection on self, knowledges and practices in relation to cultural diversity and student learning (Santoro 2009, Acquah and Commins 2015, Santoro and Forghani-Arani 2015, but the current PD environment might still have to respond to this need.…”

Letter writing, an alternative approach in teacher education

“…We linked this to the intercultural perspective, which, as already mentioned, is, in essence, the idea of interpersonal interaction, mutual dependence and cooperation (Børhaug & Helleve, 2016;Portera, 2008). We have previously cited researchers who claimed that work on intercultural practices should start by raising awareness of the privileges and taken for granted perspectives that come with membership of a majority (Dervin et al, 2012;Gay & Kirkland, 2003;Santoro & Forghani-Arani, 2015).…”

The lives of teachers in diverse classrooms

“…Many teachers enter the profession because they want to make a positive difference in their students' lives through education (Kiriacou et al, 2010[94]; Sanger and Osguthorpe, 2011 [95]; Watt and Richardson, 2008[96]). However, there are tensions between teachers' desire and teachers' capabilities to help all their studentsespecially those students prone to marginalisationto advance and succeed.…”