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Addressing Pedagogical Challenges in Socially and Culturally Diverse Classrooms through Action Research

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Title: Addressing Pedagogical Challenges in Socially and Culturally Diverse Classrooms through Action Research
Language: English
Authors: Jimmy Ezekiel Kihwele
Source: Journal for Multicultural Education. 2026 20(1):42-54.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Student Diversity, Barriers, Teaching Methods, Social Differences, Cultural Differences, Foreign Countries, Secondary School Teachers, Sociocultural Patterns, Teacher Attitudes, Cultural Pluralism, Action Research, Workshops, Student Needs, Faculty Development, Teaching Experience
Geographic Terms: Tanzania
DOI: 10.1108/JME-04-2025-0067
ISSN: 2053-535X
Abstract: Purpose: Emergencies have internally displaced families, creating multicultural classrooms that require culturally competent teachers to meet the diverse learning needs of these students. This study aims to examine how teachers' engagement in action research (AR) enhanced their culturally relevant pedagogical approaches to meet the needs of students in diverse sociocultural contexts. Design/methodology/approach: This phenomenological study involved interviewing 11 teachers who participated in a workshop on AR and subsequently conducted it in their schools for over three years following the training. The phenomenon under investigation is how engaging in AR systematically adjusts pedagogical approaches to meet learners' diverse needs in sociocultural classrooms. Findings: Findings have revealed that teachers who continuously engage in AR have developed appropriate teaching skills that consider social and cultural values in accommodating the diverse needs of learners from different sociocultural backgrounds. Research limitations/implications: This qualitative study used a small sample to explore the insights and practices of teachers engaging in AR to elevate their pedagogical approaches. Also, there was a misconception and overlapping AR steps to some teachers, which challenges their learning process. In this regard, findings are ungeneralisable in broader settings; hence, a different approach is encouraged to verify the results and generalise the findings. Practical implications: This study implies that reflection and inquiry in pedagogical practices and students' behaviours through AR play a vital role in informing teaching adjustments that put students' needs and interests from diverse cultural backgrounds at the centre of the learning process. Originality/value: This study is original in that it focuses on how trained secondary school teachers use AR to make pedagogical adjustments that meet the diverse needs of students in socioculturally diverse classrooms. It uniquely contributes to understanding how it benefits teachers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502777
Database: ERIC
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  Data: Addressing Pedagogical Challenges in Socially and Culturally Diverse Classrooms through Action Research
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  Data: <searchLink fieldCode="AR" term="%22Jimmy+Ezekiel+Kihwele%22">Jimmy Ezekiel Kihwele</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Multicultural+Education%22"><i>Journal for Multicultural Education</i></searchLink>. 2026 20(1):42-54.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Differences%22">Social Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Pluralism%22">Cultural Pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tanzania%22">Tanzania</searchLink>
– Name: DOI
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  Data: 10.1108/JME-04-2025-0067
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  Data: 2053-535X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Emergencies have internally displaced families, creating multicultural classrooms that require culturally competent teachers to meet the diverse learning needs of these students. This study aims to examine how teachers' engagement in action research (AR) enhanced their culturally relevant pedagogical approaches to meet the needs of students in diverse sociocultural contexts. Design/methodology/approach: This phenomenological study involved interviewing 11 teachers who participated in a workshop on AR and subsequently conducted it in their schools for over three years following the training. The phenomenon under investigation is how engaging in AR systematically adjusts pedagogical approaches to meet learners' diverse needs in sociocultural classrooms. Findings: Findings have revealed that teachers who continuously engage in AR have developed appropriate teaching skills that consider social and cultural values in accommodating the diverse needs of learners from different sociocultural backgrounds. Research limitations/implications: This qualitative study used a small sample to explore the insights and practices of teachers engaging in AR to elevate their pedagogical approaches. Also, there was a misconception and overlapping AR steps to some teachers, which challenges their learning process. In this regard, findings are ungeneralisable in broader settings; hence, a different approach is encouraged to verify the results and generalise the findings. Practical implications: This study implies that reflection and inquiry in pedagogical practices and students' behaviours through AR play a vital role in informing teaching adjustments that put students' needs and interests from diverse cultural backgrounds at the centre of the learning process. Originality/value: This study is original in that it focuses on how trained secondary school teachers use AR to make pedagogical adjustments that meet the diverse needs of students in socioculturally diverse classrooms. It uniquely contributes to understanding how it benefits teachers.
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      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Barriers
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Social Differences
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Sociocultural Patterns
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Cultural Pluralism
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      – SubjectFull: Action Research
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      – SubjectFull: Tanzania
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