Perspectives of Dutch Teachers with Non-dominant Cultural Backgrounds on Effective Teaching in Culturally Diverse Classrooms

Abstract

Dutch classes become more diverse every year, yet the average teacher is unable to effectively teach all students, as shown by the lower academic achievement of students with a culturally non-dominant (CND) background. CND teachers are presumed to be better equipped to teach diverse classes because they are familiar with both dominant and non-dominant cultures. This qualitative study examined the perspectives of 14 Dutch teachers with culturally non-dominant backgrounds on effective teaching in culturally diverse classrooms. Drawing upon a social-constructivist research paradigm, the researcher conducted semi-structured interviews to examine how CND teachers define effective teaching. Interviews were analysed in an interpretivist way through iterative coding and the use of case descriptions. One central theme emerged: effective teaching is about making students feel seen. Teachers achieved this by using culturally responsive teaching practices (i.e., incorporate students’ cultures and experiences in teaching), which they considered normal practice. As the average white Dutch teacher does not share this opinion, this study underscores the importance of integrating culturally responsive teaching in teacher education.