Pedagogical challenges and practices in multicultural classrooms: a praxeological study

ABSTRACT

This article addresses the pedagogical practices applied by teachers at pre and primary school level when working with children with culturally and linguistically diverse backgrounds (CALD) as well as potential challenges in a research collaboration between teachers and academics. A praxeological study was conducted with two preschool teachers and two primary school teachers participating. Additional data was obtained through interviews with the principals of the two participating schools. The aim of the study was for the teachers to reflect on their own practices, and in collaboration with the researcher, create and develop new knowledge and approaches on how to better respond to and work with their CALD students. Findings suggest that observed pedagogical practices, as well as the class and school environment, exhibited few characteristics of a culturally responsive pedagogy or cultural diversity. The principal’s encouragement and support seemed to be an influential factor regarding the teachers’ overall research experience and the teachers who felt more support from their principal during the research period reported more benefits from the study. The findings also reveal some of the challenges that can arise in a research collaboration between teachers and researchers, such as identifying shared goals and mutual understanding of important concepts.

KEYWORDS:

• Praxeology
• pedagogical practices
• culturally responsive pedagogy
• challenges in research cooperation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by The Icelandic Research Council; NordForsk, Politics of belonging: Promoting Childrens inclusion in educational settings across bordersnr. 85644 and Rannís, Educational Continuity: Supporting Positive Transition for Children from Diverse Backgrounds nr. 163325-052.