Towards classroom inclusivity: exploring K-12 teachers’ sensitivity to cultural diversity ( Hacia la inclusividad en el aula: explorando la sensibilidad a la diversidad cultural del profesorado de K-12 )

Abstract

The study explored teachers' awareness of classroom cultural diversity using a cross-sectional survey and thematic content document analysis of Ghana's inclusive education policy and teacher professional development manuals to explore teachers' cultural diversity awareness. 219 K-12 teachers completed the survey. The study found that teachers are culturally sensitive to working with culturally diverse families and the use of non-standard English. However, most of the teachers have limited general cultural diversity awareness of their classrooms. Consequently, teachers are less culturally sensitive to using multicultural teaching methods and creating a multicultural classroom environment. Further, teachers are less culturally responsive in their assessment practices. Our study also revealed that although teachers were introduced to multicultural education during their initial teacher training programme, within their schools, there was limited ongoing teacher professional development on multicultural education. Results from the thematic content document analysis of the inclusion policy showed that within Ghanaian schools, there are no practical guidelines on how in-service teachers and preservice teachers can be supported to address cultural diversities in the classroom and schooling contexts. RESUMENEn este estudio se explora la sensibilidad del profesorado en torno a la diversidad cultural. Se utilizó un cuestionario transversal y se llevó a cabo un análisis de contenido temático de la política de educación inclusiva de Ghana, así como de los manuales de formación profesional del profesorado, para analizar el nivel de concienciación de los docentes en materia de diversidad cultural. 219 docentes de K-12 completaron el cuestionario. Los datos obtenidos indican que el profesorado de Ghana se muestra culturalmente sensible en su trabajo con familias culturalmente diversas y con el uso de un inglés no estándar. Sin embargo, la mayoría muestra una sensibilidad general limitada respecto a la diversidad cultural en sus aulas. Por tanto, los docentes son menos sensibles ARTICLE HISTORY