Teaching in diversity: Managing "differences" in a multicultural classroom

Abstract

Numerous studies have paid attention to the presence of diverse cultural voices in a multicultural educational setting. This article continues this important conversation by focusing on how the different voices meet and negotiate with each other in a classroom where diversity exists, and yet is not equally represented. Thus, finding a solution that can respect and manage the different cultural norms and practices is vital to the success of the class and students. Grounded on the theoretical foundation of discourse analysis, this study was conducted through interviewing the course instructors, students, and observing their classes. The analysis shows that developing a mutually inclusive cross-cultural dialogue among students can lead to the positive integration of the distinct cultural perspectives. Ultimately, a productive and respectful teaching and learning environment will be fostered and sustained.