Abstract
Every country has its own culture, that shapes its people as a nation. Pakistanis are a bunch of
diverse lingual, geographical and tribal cultures. It seems very sacred for the people to not only
preserve and promote their cultures but also some of them want their culture to be dominated.
When these diversities come across the society; problems like stereotypes, unrest or extremism
arise which are the by-products of cultural diversity. Consequently, there exists discordance that
leads to conflicts and becomes a reason of hindrance in country’s progress. The work on this topic
has rarely been done in Pakistan so this study has been designed to expose the strategies for
culturally responsive inclusive classrooms at primary school level. This descriptive study was
based on a survey of 150 primary school teachers of general and inclusive schools of a
metropolitan city Lahore. Collected data were analyzed by using inferential and descriptive
statistics. Results revealed that there is no significant difference in the cultural diversities of
general and inclusive primary schools and that diversity in learning styles, socio-economic
backgrounds, individual opinions, communication style with teacher and classmates mostly exists.
This creates learning difficulty, lack of cooperation, adjustment problem and intolerance towards
different views as most teachers are not practicing culturally responsive strategies in classroom.
Hence, it is suggested that interactive seating arrangement for one on one meeting and
acknowledging attitude of teacher is needed. Teachers should frequently design team building
activities and arrange field trips to represent their encouraging and appreciative attitude towards
diversity so that difficulties can be minimized and diversity can be celebrated.
Muhammad Shahid Farooq, Iqra Bukhari. (2018) Creating Culturally Responsive Inclusive Classrooms at Primary School Level: Prospects and Strategies, Journal of Elementary Education, Volume-28, Issue-1.
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