Intercultural actions speak louder than words: How teachers apply culturally relevant practices in ethnic diverse classrooms

Abstract

Teachers in ethnically diverse environments face increasingly complex demands. Intercultural competences can support teachers in navigating such contexts, but little is known about how teachers utilize these competences in practice. This study interviewed 48 teachers across four Flemish secondary schools, selected based on their diversity policies. We explored how teachers apply culturally relevant practices on a day-to-day basis and how they align with theoretical intercultural competences. A thematic analysis revealed two dominant approaches: teacher-centred practices in situations requiring control and student-centred approaches when teachers felt in control and focussed on student needs. The study also explains variation between teachers' approaches.