Dealing with the situation in our classes is now unavoidable. Teachers are facing various migration phenomena with pressing deadlines: even declining nativity rates, numerous students from different parts of the world are joining ‘multicultural classes’: this includes not only children in preschools and primary schools but also new teenagers and adult learners. Furthermore, the teaching staff is evolving, welcoming new colleagues with migrant backgrounds and skills that differ from the familiar European framework.

Empowering teachers’ multicultural attitudes and enhancing their perspective-taking abilities are increasingly crucial. That is what is termed ‘CRT: Culturally Responsive Teaching’.

“The unfavorable educational position of ethically minoritized students has been attributed to a mismatch between home and school culture” (Phalet, et, al, 2004). 

Teaching in a multicultural class has long been a challenge, and new generations (such as the Erasmus generation of former teachers) are encountering a more facilitated approach. However, the presence of diverse cultures in classrooms is now structural and a part of our society’s daily life. Mere discussions about diversity and distinguishing between intercultural and multicultural are insufficient. The impact of social media and its interaction with evolving communication should significantly shape teachers’ training and provide more opportunities for them to become professional mediators. Regarding student performance, it’s evident that those from migrant backgrounds often face more difficulties and disadvantages. Personalized teaching paths remain elusive due to inadequate resources.

This course delves into aspects of Global Education from a practical standpoint and explores various tools found in recent literature. It focuses on the topic titled ‘TEACHING IN A GLOBAL CULTURAL CLASS ENVIRONMENT: The Culturally Responsive Teaching (CRT) Approach’.