INTRODUCTORY CHAPTER
In order to foster an inclusive learning environment, all project partners involved in this VLIR-UOS-project made a deliberate choice to place a strong emphasis on Universal Design for Learning (UDL). UDL is an educational framework designed to make learning accessible to all students, regardless of their background, learning style, or specific educational needs. It is a teaching approach that works to accommodate the needs and abilities of all learners and strives to eliminate unnecessary hurdles in the learning process. This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and students are provided options when demonstrating their learning. (Burgstahler & Cory, 2008)
A strong emphasis on culturally responsive teaching—and an intentional integration of learners’ cultural identities into the design of powerful learning environments—is essential to effectively implementing UDL principles. As expressed by A. Basantes-Andrade and colleagues (2025): “The significance of this cultural approach lies in its potential to make education relevant and meaningful for all students. In an environment where diversity is celebrated, students can feel recognized and valued, which enhances their engagement and motivation. By respecting and valuing each student’s cultural identity, deficit thinking is challenged.” It is precisely this aspect of culturally responsive teaching that forms the core focus of the professional development offered in this e-course.
In this introductory chapter, we present the key theoretical frameworks that underpin our approach to fostering a culturally responsive learning environment. The themes, conceptual models, and skill sets explored throughout the various modules of this professional development course are all aligned with, and informed by, the frameworks introduced here.
School diversity models, according to Agirdag (2024, 2020)
In the pursuit of fostering culturally responsive learning environments, adherence to an egalitarian ethos is imperative. This necessitates a commitment to ensuring equitable opportunities that extend beyond merely equalizing initial starting positions.
Within the classroom setting, three primary paradigms emerge for addressing cultural disparities among students: The assimilationist deficit-based perspective (Assimilation), the meritocratic neutrality-based perspective (Colour Blindness), and the multiculturalist strength-based perspective (Pluralism). The following section outlines these concepts as defined within Agirdag’s model (2024, 2020).
Assimilation
Assimilationist deficit-based perspective
The assimilationist deficit-based perspective is characterised by the attenuation of ethnic disparities, wherein educators supposedly adopt a stance of neutrality while covertly enforcing conformity to the majority’s values. Under this model, students are expected to align their behaviours and conduct with a predetermined norm, often resulting in the suppression of cultural expressions such as religious symbols, observance of culturally specific holidays, or adherence to unique customs and rituals. Research demonstrates that assimilationist approaches pose a threat to students’ sense of identity and self-worth, ultimately impeding their educational attainment.
Colour Blindness
Meritocratic neutrality-based perspective
The meritocratic neutrality-based perspective entails a disregard for inherent differences among students, asserting that ethnic distinctions hold no relevance within educational contexts. However, in practice, both educators and students inevitably perceive and respond to racial and cultural disparities, albeit often subconsciously. While there may be instances where ignoring ethnic disparities proves beneficial—such as when such distinctions are inconsequential or when students prefer not to discuss their cultural backgrounds—adopting the meritocratic neutrality-based perspective as a pervasive pedagogical strategy yields adverse consequences. This includes the exacerbation of explicit and implicit racial biases, the obfuscation of discriminatory behaviors, and the exacerbation of educational inequities.
Pluralism
Multiculturalist strength-based perspective
In contrast, a multiculturalist strength-based perspective (or a pluralistic approach) impersonates an egalitarian stance within a culturally responsive learning environment. Educators embracing this perspective actively acknowledge and valorise ethnic diversity (and similarities) among students. A pluralistic educational environment accentuates not only cultural disparities but also emphasises the cultivation of connections, dialogues, and a shared sense of belonging predicated on flexible and evolving cultural identities. The adoption of the multiculturalist strength-based perspective engenders manifold benefits, including enhanced learning opportunities, academic performance, self-perception, identity formation, and a heightened sense of belonging within the classroom community.
This serves as an appropriate initial moment for reflection:
- What pedagogical approach (perspective, paradigm) do you currently apply within your classroom context?
- Can you relate specific situations in which cultural differences become evident to the concepts discussed here?
- How does your university/teaching institute position itself in relation to this?
- What extent is there scope for further development or improvement?