Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review
Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effecti...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-12-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/12/1215 |
| _version_ | 1797381302983327744 |
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| author | Daniela Semião Maria João Mogarro Filipe Brás Pinto Maria José D. Martins Nelson Santos Otilia Sousa Amélia Marchão Isabel Pimenta Freire Lucio Lord Luís Tinoca |
| author_facet | Daniela Semião Maria João Mogarro Filipe Brás Pinto Maria José D. Martins Nelson Santos Otilia Sousa Amélia Marchão Isabel Pimenta Freire Lucio Lord Luís Tinoca |
| author_sort | Daniela Semião |
| collection | DOAJ |
| description | Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our main objective with this systematic literature review is to expand knowledge and awareness of cultural diversity issues to promote the inclusion of learners from primary to secondary education in Europe. To achieve this, we will highlight teachers’ perceptions of students’ cultural diversity and identify a range of strategies and practices that can contribute to the development of their professional learning. The search was conducted in two databases, Scopus and the Web of Science, and focused on articles published between 2010 and 2022. Of the 3976 identified articles, 41 were included in this study. The findings suggest that teachers consider diversity to be a challenge despite the existence of a favorable view toward students’ cultural diversity. A set of solutions is given for the development of inclusion processes. |
| first_indexed | 2024-03-08T20:50:30Z |
| format | Article |
| id | doaj.art-2690f257f856461bb75fb19418b5d91c |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T20:50:30Z |
| publishDate | 2023-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-2690f257f856461bb75fb19418b5d91c2023-12-22T14:04:29ZengMDPI AGEducation Sciences2227-71022023-12-011312121510.3390/educsci13121215Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature ReviewDaniela Semião0Maria João Mogarro1Filipe Brás Pinto2Maria José D. Martins3Nelson Santos4Otilia Sousa5Amélia Marchão6Isabel Pimenta Freire7Lucio Lord8Luís Tinoca9UIDEF–Unidade de Investigação e Desenvolvimento em Educação e Formação, Institute of Education, University of Lisbon, 1649-013 Lisbon, PortugalUIDEF–Unidade de Investigação e Desenvolvimento em Educação e Formação, Institute of Education, University of Lisbon, 1649-013 Lisbon, PortugalUIDEF–Unidade de Investigação e Desenvolvimento em Educação e Formação, Institute of Education, University of Lisbon, 1649-013 Lisbon, PortugalDepartment of Education and Training, Polytechnic Institute of Portalegre, VALORIZA–Research Centre for the Valorisation of Endogenous Resources of the Polytechnic of Portalegre, 7300-110 Portalegre, PortugalUIDEF–Unidade de Investigação e Desenvolvimento em Educação e Formação, Institute of Education, University of Lisbon, 1649-013 Lisbon, PortugalUIDEF–Unidade de Investigação e Desenvolvimento em Educação e Formação, Institute of Education, University of Lisbon, 1649-013 Lisbon, PortugalDepartment of Education and Training, Polytechnic Institute of Portalegre, VALORIZA–Research Centre for the Valorisation of Endogenous Resources of the Polytechnic of Portalegre, 7300-110 Portalegre, PortugalUIDEF–Unidade de Investigação e Desenvolvimento em Educação e Formação, Institute of Education, University of Lisbon, 1649-013 Lisbon, PortugalFaculty of Human Sciences and Language, Mato Grosso State University, Cáceres 78200-000, MT, BrazilUIDEF–Unidade de Investigação e Desenvolvimento em Educação e Formação, Institute of Education, University of Lisbon, 1649-013 Lisbon, PortugalCultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our main objective with this systematic literature review is to expand knowledge and awareness of cultural diversity issues to promote the inclusion of learners from primary to secondary education in Europe. To achieve this, we will highlight teachers’ perceptions of students’ cultural diversity and identify a range of strategies and practices that can contribute to the development of their professional learning. The search was conducted in two databases, Scopus and the Web of Science, and focused on articles published between 2010 and 2022. Of the 3976 identified articles, 41 were included in this study. The findings suggest that teachers consider diversity to be a challenge despite the existence of a favorable view toward students’ cultural diversity. A set of solutions is given for the development of inclusion processes.https://www.mdpi.com/2227-7102/13/12/1215systematic literature reviewcultural diversityteachers’ perspectivesinclusive practicesinclusive policies |
| spellingShingle | Daniela Semião Maria João Mogarro Filipe Brás Pinto Maria José D. Martins Nelson Santos Otilia Sousa Amélia Marchão Isabel Pimenta Freire Lucio Lord Luís Tinoca Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review Education Sciences systematic literature review cultural diversity teachers’ perspectives inclusive practices inclusive policies |
| title | Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review |
| title_full | Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review |
| title_fullStr | Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review |
| title_full_unstemmed | Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review |
| title_short | Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review |
| title_sort | teachers perspectives on students cultural diversity a systematic literature review |
| topic | systematic literature review cultural diversity teachers’ perspectives inclusive practices inclusive policies |
| url | https://www.mdpi.com/2227-7102/13/12/1215 |
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