In most educational systems around the world, teaching practices are dominated by
the majority culture. This means that often the learning needs of minority groups is not
taken into account, which can compromise their educational attainment as indicated by
trends in national and international data. International schools are an increasingly popular
option in what is fast becoming a globalised education system. These schools have
significant student diversity in terms of cultural background and languages. This study
investigates how multicultural education and culturally responsive practices are
implemented in an international school context. Most research on diversity in education is
based in monoculture schools. Therefore, this research study sought to understand what is
done in international schools to cater for diverse learners.
This study was conducted as an exploratory case study of an international school by
engaging with a sample of teachers and key administration members of the school.
Interviews, fieldwork and classroom observations were conducted to answer the
overarching research question: How are multicultural education and culturally responsive
practices being implemented in an international school context? As a teacher in the school,
I undertook this study from the role of an ‘insider observer’ where I was immersed within
the community and able to participate in their daily life.
The findings from the study show that while there is some alignment with multicultural and
culturally responsive practices, there is little explicit focus on, or support for, these
practices by administrators and teachers. These findings suggest there are both implications
for practices in international schools and for furthering research within international
schools, such as the need to pay more explicit attention to Professional Development, and
Data Recording. There is also a need for more research on international schools that
examines school and classroom practices