Barriers to Diversity Management in Classroom: A Case of Rural Community Schools in Nepal

Dawa Sherpa, Khagendra Baraily
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Abstract

This paper attempts to explore and analyse the barriers for diversity management in classroom of a rural community schools in Nepal. Nepal is a multi-ethnic, multi-lingual, and multi-cultural country. As the fabric of society, there is also diversity in the configuration of community schools in rural areas. It entails knowing that each student is unique and acknowledging their uniqueness in the classroom. These might be along the lines of color, ethnicity, gender, sexual orientation, socioeconomic position, age, physical ability, religious views, political convictions, or other ideologies. This paper is mainly based on primary and secondary data. Purposively, head teachers, teachers, and students were selected for interviews. Interviews, field visits, classroom observation, and focus group discussion with teachers and students were conducted, and the data were analyzed thematically based on interview codes. The data shows that they were ignorant of the concept of diversity and how to manage it in the classroom. It is mainly due to the deconstruction of teachers’ attitudes regarding income, professionalism, community structure, physical infrastructure, and socioeconomic discrepancies. This paper suggests managing diversity in the classroom through both policies to integrate curricula and effective management practices in the classrooms. Thus, teachers need pedagogical skills to address the issues of diversity, marginality and oppress groups of the society and barrier of diversity management in the classroom.
课堂多元化管理的障碍:以尼泊尔农村社区学校为例
本文试图对尼泊尔一所农村社区学校课堂多样性管理的障碍进行探讨和分析。尼泊尔是一个多民族、多语言、多文化的国家。作为社会的组成部分,农村地区社区学校的结构也存在着多样性。它需要知道每个学生都是独一无二的,并承认他们在课堂上的独特性。这些可能是肤色、种族、性别、性取向、社会经济地位、年龄、身体能力、宗教观点、政治信念或其他意识形态。本文主要依据一手资料和二手资料。有针对性地选取了班主任、教师和学生进行访谈。采用访谈法、实地走访法、课堂观察法、焦点小组讨论法对师生进行访谈,并根据访谈代码对数据进行主题分析。数据显示,他们对多样性的概念以及如何在课堂上管理它一无所知。这主要是由于教师对收入、专业、社区结构、物质基础设施和社会经济差异的态度被解构。本文建议通过课程整合政策和有效的课堂管理实践来管理课堂多样性。因此,教师需要教学技能来解决课堂上的多样性、边缘化和受压迫群体以及多样性管理障碍等问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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