Establishing a framework for blending intercultural education with differentiated instruction

Abstract

Despite the fact that both intercultural education and differentiated instruction are based on the premises of inclusion, equality, and equity, most research and publications have focused on one in isolation of the other. Scholars from each tradition often use the same argumentation, propose similar strategies and reach similar conclusions. Nevertheless, the emphasis is different: while intercultural education celebrates students’ cultural backgrounds and draws upon culture for the development of effective classroom instruction and school environments, differentiated instruction focuses on academic aptitude, therefore, requiring a systematically planned curriculum and instruction that meets the needs of academically diverse learners. Differentiation of instruction focuses on the individual and its prerogative for success and happiness; intercultural education is focused on the community and therefore, it is mostly concerned about the preservation of collective identities. The aforementioned distinction helps us realise that the challenge for educators in contemporary multicultural classrooms is twofold: to sustain collective identities and to facilitate individual academic success. Visiting both approaches and utilising an eclectic approach, this paper discusses the rationale for the development of a comprehensive framework that can be useful for theory deliberation as well as a guide for instructional practice.

Keywords:

• Intercultural education
• differentiated instruction
• culturally responsive pedagogy

Notes

1. Pescarmona, I. (2014). Learning to participate through Complex Instruction. Intercultural Education, 25(3), 187–196.