MULTICULTURAL SCHOOLS AND THE INCLUSIVE DIMENSION OF WELL-IMPLEMENTED COMMUNITY PRACTICES ON BOOSTING THE SCHOOL ETHOS

<doi>10.24250/jpe/SI/2023/MDI/AFR/</doi>

Abstract

Multicultural schools are not merely schools where students of different ethnic groups or nationalities learn together, but primarily they are schools with an ethos. The facets and characteristics of such schools impact the learning trajectories of students and inclusive practices are the norm there. The effective implementation of such practices, the strategies for keeping the learning environment inclusive, alongside preserving identities and fostering developmental pathways are core values in multicultural schools. The article aims at highlighting the importance of salient features of such schools and the implementation of case studies provides models and frameworks to be observed. Furthermore, a skill set that promotes critical thinking and problem-solving in the context of blended learning, alongside the face-to-face one, are core competences in a multicultural learning environment. The identity construction of each ethnic group needs to blend into an educational environment that fosters unswerving cross-cultural teaching. Inclusion and integration are part of a student-centered approach to teaching, in schools where means and methods are tailored to address the specific needs of the student, turning a dependable child into an autonomous adult, regardless of the diverse socio-economic or cultural backgrounds students come from.