Educating for Diversity: Cultural Responsiveness in US and UAE Teacher Training Programs

• In Event: Roundtable Session 3
  In Refereed Roundtable Session: Perspectives from teacher education: technology-mediated learning, cultural responsiveness, and cultural heritage

Proposal

As educational institutions around the world face increasing student diversity, teacher education programs are placing greater emphasis on culturally responsive teaching to meet the varied needs of their student populations. This presentation explores a comparative analysis of culturally responsive teaching practices within teacher education programs in the United States and the United Arab Emirates. The central research question driving this study is: How do culturally responsive teaching practices in teacher education programs differ between the US and the UAE, and what insights can these differences provide about each country's approach to educational diversity?

The aim of this study is to examine and compare the approaches to culturally responsive teaching in teacher education programs across these two distinct contexts. Using a qualitative analysis of documents as well as interviews with key stakeholders in both the US and UAE, this research seeks to identify the differences and similarities in how these programs address issues of cultural diversity and inclusivity. Additionally, the study provides actionable insights for educators and institutions seeking to enhance their own culturally responsive teaching strategies.

In the United States, teacher education programs have increasingly integrated culturally responsive pedagogy into their curricula. These programs typically focus on equipping future educators with strategies to address the needs of a diverse student population. Training often includes components on recognizing and mitigating biases, implementing differentiated instruction, and incorporating diverse cultural perspectives into lesson plans. This approach is aligned with broader societal objectives of promoting social justice and equity within the educational system.

In contrast, teacher education programs in the UAE, while also recognizing the significance of cultural responsiveness, have a somewhat different focus. The UAE's unique demographic composition, which includes a substantial number of international students alongside local Emirati students, shapes the approach to culturally responsive teaching. UAE programs often emphasize strategies for integrating international perspectives and managing multicultural classrooms. This focus reflects the country’s role as a global educational hub and its commitment to aligning with international educational standards.

The differences between the US and UAE approaches to culturally responsive teaching are influenced by their distinct sociocultural contexts. In the US, there is a strong emphasis on addressing systemic inequalities and fostering an inclusive environment through education. UAE programs, on the other hand, prioritize creating a harmonious learning environment that respects and integrates diverse cultural backgrounds within a global framework.

This comparative analysis underscores the need for adaptable teaching strategies that address the unique needs of diverse student populations, offering practical guidance for educators and institutions striving to improve culturally responsive teaching practices globally. The intended audience for this presentation includes educators, policymakers, academic researchers, and curriculum developers involved in teacher training and education. Attendees will benefit from a nuanced understanding of how culturally responsive teaching is implemented in different cultural contexts, gaining practical insights that can be applied to their own educational settings.

Author

• Salma Waly, Sharjah Education academy