Developing culturally responsive pedagogies in Irish secondary schools: Perspectives from student and beginning teachers and migrant parents of minority ethnic backgrounds
Adebayo, Seun Bunmi
Adebayo, Seun Bunmi
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Publication Date
2023-09-13
Type
Thesis
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Abstract
This qualitative research study explores the experiences of student and beginning teachers and migrant parents from minority ethnic backgrounds in relation to teaching and learning in culturally diverse classrooms and with regard to developing Culturally Responsive Pedagogies (CRP) in Irish secondary schools. The study is significant as it is the first in-depth examination of this topic in Ireland, providing unique insights for teachers and teacher education on implementing CRP in Irish schools. The study utilises CRP and Critical Race Theory (CRT) of education as analytical lenses to critically examine the experiences of student and beginning teachers (n=16) and migrant parents from minority ethnic backgrounds (n=30) concerning culturally inclusive teaching and learning in Irish schools. The research study is conducted in the context of Ireland, which presents an interesting study case due to its history of being an emigrating nation and the relatively recent rapid influx of immigrants, impacting its demography. The study’s findings highlight the challenges faced by migrant parents of minority ethnic backgrounds with schooling in Ireland, including their children’s sense of isolation and lack of acceptance as well as the impact of stereotypes, discrimination, and bullying. The parents’ experiences show that various challenges their children face in Irish schools can result in poor academic performance, low self-esteem, and psychological distress. Additionally, the study found that migrant parents felt excluded from decision-making and inadequately informed about their children’s schooling experiences and academic progress. The findings of this study uncover a significant recognition among student and beginning teachers in relation to the importance of cultural inclusivity within the realm of teaching and learning. This includes being responsive to all students, utilising diverse methodologies, and acknowledging and adapting to the cultural values of students. However, the study also uncovers the struggles student and beginning teachers face in the practical implementation of CRP which is consistent with the challenges experienced by beginning teachers internationally. One particular noteworthy challenge identified by student and beginning teachers in this study was their fear when engaging with students from diverse cultural backgrounds. Student and beginning teachers’ fear can relate to a wide range of imagined or experienced challenges including confrontations with students, their own limited intercultural competence and/or the possibility of causing offence. A key contribution of this study is the evidence it provides regarding how teachers’ fear can perpetuate silence and ‘culture-blind’ teaching approaches, thus acting as a very significant barrier to authentic intercultural engagement. This study also importantly highlights that levels of interest, comfort, and openness regarding the implementation of culturally responsive practices may be impacted by teachers’ own cultural identities and positionings. It is the first qualitative study in Ireland, where teaching cohorts remain culturally homogenous, to explore the perspectives and experiences regarding CRP of student and beginning teachers from minority cultural backgrounds. The findings relating to the understandings, attitudes and practical experiences of student and beginning teachers from majority (White Settled Irish) compared to minority cultural backgrounds illustrate how cultural identity, personal experiences and (conscious or unconscious) positioning(s) in (or between) different cultural spaces are intertwined and significantly impact teaching experiences and approaches to CRP. Overall, this research study significantly contributes to the field of education by providing valuable insights into the experiences of student and beginning teachers and of migrant parents regarding culturally diverse schools and classrooms and with culturally inclusive teaching and learning approaches in Ireland. It has the potential to inform the development of more effective teacher education programmes and teaching and learning approaches which, together with other strategies, can enhance the supports for minority ethnic families, ensuring that all students have access to equitable and quality education in Irish schools.
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NUI Galway