INVESTIGATION TEACHERS' ATTITUDES TOWARD MULTICULTURAL EDUCATION

Ahmet Kesgä°n (), Mahir Karavä°l (), Åžeyma AKTAÅž () and Selçuk Yilmaz ()

Eurasian Academy Of Sciences Social Sciences Journal, 2024, vol. 56, issue 56, 171-190

Abstract: Multicultural education is an approach that ensures students from diverse cultural backgrounds have equal educational opportunities and views diversity as a source of richness. Teachers’ attitudes toward this type of education directly affect inclusivity in the classroom and students’ academic success. Teachers with positive attitudes prioritize understanding and supporting different cultural values and fostering empathy among students. However, various factors influence teachers’ attitudes toward multicultural education, including personal experiences, professional training levels, and the cultural composition of the regions where they work. Raising awareness and providing support for teachers in this area play a crucial role in enhancing both student success and social cohesion. This study aims to examine teachers’ perceptions of managing diversity and their attitudes toward multicultural education. To foster positive attitudes toward multicultural education, awareness and training programs should be implemented. Pre-service and in-service teacher training programs should include more content aimed at understanding and respecting cultural diversity. Teachers should be encouraged to gain knowledge about different cultures, develop empathy skills, and plan activities that promote cultural diversity in their classrooms. Furthermore, inclusive environments in schools should be created through the use of multicultural educational materials, and effective communication with students’ families should be established. Encouraging collaboration and experience-sharing among teachers can help spread best practices. To establish a positive attitude, educational policies should also be shaped with a perspective that supports multicultural education. 

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eas:journl:v:56:y:2024:i:56:p:171-190

DOI: 10.17740/eas.soc.2024.V56.09

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