Monitoring and evaluating instruction in an adaptive multicultural classroom in a private American elementary school in Sharjah from the perspective of headteachers and teachers

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The British University in Dubai (BUiD)
The study focuses on the tension between recognizing the significance of ethnicity and culture for individual and group identities while avoiding essentializing them in multicultural education theory and practice. The aim is to highlight the importance of a critical approach that combines sociological understandings of identity with an analysis of structural inequalities and power differentials faced by minority groups. The research employs a critical analysis of existing multicultural and intercultural education programs over the past two decades, emphasizing their focus on cultural knowledge acquisition and harmonious relationships. The study reveals that these programs often neglect to address power inequalities related to cultural diversity, race, and racism, and that they can reinforce prejudices without proper critical frameworks. The implications are significant, as these programs often lack consideration of the local context, relying on migrating models. The study underscores the need for more comprehensive, context-specific, and critical approaches in multicultural education to ensure a deeper understanding of cultural diversity, racism, and power dynamics, ultimately leading to more effective and inclusive educational outcomes.
evaluating instruction, multicultural classroom, educational outcomes