Intercultural actions speak louder than words : how teachers apply culturally relevant practices in ethnic diverse classrooms
- Author
- Marloes Hagenaars, Edwin Dizdarić, Fanny D'hondt (UGent) and Peter Stevens (UGent)
- Organization
- Project
- 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.
- Keywords
- Intercultural competence; Teachers; Secondary education; Flanders
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01JKFMQK7M28C9NEXEHFN66TCG
- MLA
- Hagenaars, Marloes, et al. “Intercultural Actions Speak Louder than Words : How Teachers Apply Culturally Relevant Practices in Ethnic Diverse Classrooms.” TEACHING AND TEACHER EDUCATION, vol. 154, 2025, doi:10.1016/j.tate.2024.104853.
- APA
- Hagenaars, M., Dizdarić, E., D’hondt, F., & Stevens, P. (2025). Intercultural actions speak louder than words : how teachers apply culturally relevant practices in ethnic diverse classrooms. TEACHING AND TEACHER EDUCATION, 154. https://doi.org/10.1016/j.tate.2024.104853
- Chicago author-date
- Hagenaars, Marloes, Edwin Dizdarić, Fanny D’hondt, and Peter Stevens. 2025. “Intercultural Actions Speak Louder than Words : How Teachers Apply Culturally Relevant Practices in Ethnic Diverse Classrooms.” TEACHING AND TEACHER EDUCATION 154. https://doi.org/10.1016/j.tate.2024.104853.
- Chicago author-date (all authors)
- Hagenaars, Marloes, Edwin Dizdarić, Fanny D’hondt, and Peter Stevens. 2025. “Intercultural Actions Speak Louder than Words : How Teachers Apply Culturally Relevant Practices in Ethnic Diverse Classrooms.” TEACHING AND TEACHER EDUCATION 154. doi:10.1016/j.tate.2024.104853.
- Vancouver
- 1.Hagenaars M, Dizdarić E, D’hondt F, Stevens P. Intercultural actions speak louder than words : how teachers apply culturally relevant practices in ethnic diverse classrooms. TEACHING AND TEACHER EDUCATION. 2025;154.
- IEEE
- [1]M. Hagenaars, E. Dizdarić, F. D’hondt, and P. Stevens, “Intercultural actions speak louder than words : how teachers apply culturally relevant practices in ethnic diverse classrooms,” TEACHING AND TEACHER EDUCATION, vol. 154, 2025.
@article{01JKFMQK7M28C9NEXEHFN66TCG,
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.}},
articleno = {{104853}},
author = {{Hagenaars, Marloes and Dizdarić, Edwin and D'hondt, Fanny and Stevens, Peter}},
issn = {{0742-051X}},
journal = {{TEACHING AND TEACHER EDUCATION}},
keywords = {{Intercultural competence; Teachers; Secondary education; Flanders}},
language = {{eng}},
pages = {{12}},
title = {{Intercultural actions speak louder than words : how teachers apply culturally relevant practices in ethnic diverse classrooms}},
url = {{http://doi.org/10.1016/j.tate.2024.104853}},
volume = {{154}},
year = {{2025}},
}
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