Interrogating practice in culturally diverse classrooms: what can an analysis of student resistance and teacher response reveal?

Abstract

As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondary school in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers’ reflexivity about the values and beliefs that underpin their practice.

Keywords:

• culturally responsive education
• social justice
• culturally diverse students
• student resistance

Notes

1. The New School reform was partly triggered by PISA results that indicated great disparity between student groups in the Austrian school system. The reform was introduced in 2008 with the aim of limiting marginalisation and improving transitions and trajectories within an inclusive school system.

2. Immigrant Background is the official terms used in Austria for children who were not born in Austria or who were born in Austria of immigrant parents.

3. All names of people and places are pseudonyms.

4. The data have been translated from German into English by one of the authors. We acknowledge the difficulties of capturing the nuances of language via translation.

5. On many occasions, Margit uses ‘we’ to refer to herself and her colleagues. In referring to ‘the teachers’ we refer to the actions of the collective as reported by Margit.