Faculty’s Perspectives of/on Cultural Diversity Management in a Multicultural Classroom

The Case of a Ugandan University

Abstract

Higher education institutions are changing fast in terms of the inclusion of international students. Consequently, faculty are expected to provide enabling learning environments and experiences for education in diversity. Based on the beliefs and practices of social constructivism philosophy and rooted in the interpretive paradigm, this article examines how faculty in a Ugandan university manage multicultural classes and their efforts to promote inclusive classes and curriculum. Qualitative research methods were employed with a sample of eight faculty. Data were collected by means of face-to-face individual semi-structured interviews that were triangulated with document checks. Data analysis followedGay’s (2000) culturally responsive pedagogical framework, with faculty perspectives summarised in themes. The findings point to challenges in implementing a culturally relevant classroom management model, such as faculty’s inability to fully multiculturalise due to inadequate knowledge of cultural minorities’ backgrounds. However, they reveal that some faculty manage their classes adequately, show care and concern for non-Ugandan students, use several strategies to communicate with them, and endeavour to adjust to suit minority students’ learning styles. The study suggests that much remains to be done to ensure inclusivity and to promote the social constructionist perspective that is inclusive in teaching and learning.