The Role of the Teacher in Promoting Intercultural
Approaches
Today, it would be an exaggeration to say that cultural
diversity is perceived as a problem within education
systems, since the teachers, in general, accept it and
have positive attitudes towards the contribution of
diversity. However, even if it is not a problem within the
school, one must nevertheless address its complexity.
Cultural diversity is not only an auspicious resource for
extra-curricular activities; it has a social dimension with
an impact on the life of the pupils and their parents. From
this point of view, it seems important to us that teachers
are aware of the issues concerning such themes as
integration, openness, social justice and equality.
Otherwise, it should be said that a certain number of
stereotypes persist and their effects should be thoroughly
examined within the school.
One of the theoretical foundations which seems
productive for us in promoting cultural diversity is
culturally relevant teaching. Indeed, further to exploiting
otherness as a resource, it subjects it to critical analysis
and in this way addresses inequalities connected with
cultural, social or ethnic affiliations. This form of teaching
addresses inequalities, but also takes the form of an
approach to combat them.
Finally, research has demonstrated the advantage of
opening the teaching profession to people from diverse
origins. Indeed, their knowledge and the resemblance
between their own experiences and those of their pupils,
particularly those with cultural minority origins, contribute
an educational added-value. Furthermore, we believe
that the experiences of these teachers may represent a
resource for the educational enterprise, while accepting
its limits: the need for each individual to choose their own
affiliation and not to be assigned an identity that could be
detrimental.
(Based and adapted from AKKARI, Abdeljalil;
RADHOUANE, Myriam. Intercultural approaches to
education: From theory to practice. Springer Nature,
2022.)