TEACHING FOR DIVERSITY: INTEGRATING MULTICULTURAL COMPETENCE INTO PRIMARY SCHOOL CURRICULA

Abstract

In today’s globalized world, fostering multicultural competence in primary school students is essential for preparing them to engage with diverse communities. This article explores the integration of multicultural education into primary school curricula, emphasizing its role in developing cultural awareness, empathy, and inclusivity. By examining theoretical foundations, the study highlights the significance of culturally responsive teaching in shaping young learners’ perspectives.

The article outlines key strategies for designing a multicultural curriculum, including the incorporation of diverse educational content, inclusive teaching practices, and real-world cultural experiences. Methods for assessing multicultural competence, such as reflective activities and project-based learning and more, are discussed to ensure meaningful engagement. Additionally, challenges as resistance to curriculum changes, and teachers’ readiness are analyzed, along with practical solutions for overcoming these barriers.

By presenting some case studies of our successful experience of multicultural education, this study provides actionable insights for pre- and in-service educators in primary school. The conclusions emphasize the need for continuous teacher training to sustain multicultural competence development in young learners. Ultimately, this article advocates for an inclusive educational approach that equips primary school students with the skills necessary for thriving in an increasingly diverse society.