Teachers’ Perspectives on Students’ Cultural Diversity

A Systematic Literature Review

Bibliographic Data

ID22045397
AuthorsDaniela Semião (0000-0002-4923-8760, University of Lisbon, corresponding author), Maria João Mogarro (0000-0002-5841-9280, University of Lisbon), Filipe Brás Pinto (0000-0003-0557-6984, University of Lisbon), Maria José D Martins (0000-0001-9517-7703, Polytechnic Institute of Portalegre), Nelson Santos (0000-0001-6021-7170, University of Lisbon), Otília Sousa (0000-0001-7755-2418, University of Lisbon), Amélia Marchão (0000-0003-3424-9392, Polytechnic Institute of Portalegre), Isabel Freire (0000-0003-3486-7561, University of Lisbon), Isabel Pimenta Freire (University of Lisbon), Lucio Lord (Universidade do Estado de Mato Grosso), Lucio Jose Dutra Lord (0000-0002-7552-3637, Universidade do Estado de Mato Grosso), Luís Tinoca (0000-0001-6950-3245, University of Lisbon)
Year2023
Volume13
Issue12
Pages1215
Publication date2023-12-06
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13121215
OpenAlexW4389365130
LanguageEN
Citations received10
References cited60

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

Cultural diversity · Ethnic group · Immigration · MEDLINE · Nationality · Pedagogy · Political science · Scopus · Sociology · Collaborative Teaching and Inclusion · Education Practices and Challenges · Psychology · Social Psychology · Teacher Education and Leadership Studies

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