AWARENESS AND ATTITUDE OF TRAINEE TEACHERS TOWARDS CULTURALLY PLURALISTIC CLASSROOM

Abstract

Nature is itself undoubtedly pluralistic and as a part of it, every ecosystem reflects pluralistic nature. The evolution of life on the planet earth is also represented a symbol of pluralism. India has a long history as a pluralistic society. Though, every society is built upon by its educational system and classrooms. Therefore, it becomes necessary what our future teachers are thinking about pluralism and culturally pluralistic classroom and how much they are aware of this domain. Objectives: This study aims (i) to know the level of awareness of future teachers about culturally pluralistic classrooms and (ii) to study attitudes of future teachers about the culturally pluralistic classrooms. Plan and Procedure: Randomly selected 125 participants are the sample of this study; participants are studying in different teacher training programmes in teacher training institutes of Bareilly district of Uttar Pradesh state, India. Findings: (i) female trainee teachers were found more aware in all the domains of awareness as compared to male trainee teachers (ii) urban trainee teachers were found more aware than their rural counterparts (iv) Science stream trainee teachers were found more aware of all the domains of awareness about the culturally pluralistic classroom as compared to their Arts stream trainee teachers and (v) Most of trainee teachers showed favourable attitude towards culturally pluralistic classroom but and many of them were found in confused mode. Recommendations: Trainee teachers should be trained about the culturally pluralistic classrooms pedagogies and knowledge components related to multicultural classrooms practices should be added to the teacher training curriculum.

Full text

AWARENESS AND ATTITUDE OF TRAINEE TEACHERS TOWARDS
CULTURALLY PLURALISTIC CLASSROOM
Dr. Satish Chandra
Principal
Amar Jyoti School and Rehabilitation Center,
Gwalior, Madhya Pradesh, India
Abstract
Nature is itself undoubtedly pluralistic and as a part of it, every ecosystem reflects pluralistic
nature. The evolution of life on the planet earth is also represented a symbol of pluralism. India
has a long history as a pluralistic society. Though, every society is built upon by its educational
system and classrooms. Therefore, it becomes necessary what our future teachers are thinking
about pluralism and culturally pluralistic classroom and how much they are aware of this
domain. Objectives: This study aims (i) to know the level of awareness of future teachers about
culturally pluralistic classrooms and (ii) to study attitudes of future teachers about the culturally
pluralistic classrooms. Plan and Procedure: Randomly selected 125 participants are the sample
of this study; participants are studying in different teacher training programmes in teacher
training institutes of Bareilly district of Uttar Pradesh state, India. Findings: (i) female trainee
teachers were found more aware in all the domains of awareness as compared to male trainee
teachers (ii) urban trainee teachers were found more aware than their rural counterparts (iv)
Science stream trainee teachers were found more aware of all the domains of awareness about
the culturally pluralistic classroom as compared to their Arts stream trainee teachers and (v)
Most of trainee teachers showed favourable attitude towards culturally pluralistic classroom but
and many of them were found in confused mode. Recommendations: Trainee teachers should
be trained about the culturally pluralistic classroom pedagogies and knowledge components
related to multicultural classrooms practices should be added to the teacher training curriculum.
Key words: Culturally Pluralistic, Pluralism, Future Teachers, Attitudes, Awareness
Introduction
Nature reflects its doctrine through several ecosystems and elements along with vast diversity.
Diversity in any domain of life has distinctive impressions in human societies and cultures.
Each civilization evolves its own distinctive features; Indian civilization is famous for cultural
plurality due to its accommodating culture and composite character. India could be a country
alongside numerous cultures, faiths, religions, languages and completely different individuals.
Indian constitution incorporates a ton of philosophy that led towards culturally philosophical
system education. In post-independence duration country reworked socially, politically and
economically and there so the basic define of philosophy is mentioned in preamble of the
constitution and alternative articles of the constitution. National Policy on Education-1986 was
prepared on the recommendations of Kothari Commission (1964-66) and the government
developed thought of National System of Education underneath which each student has access
to education of comparable category up to bound level regardless of location, religion, culture,
caste, gender or belief of the same category. Recently introduced, National Education Policy-
2020 (NEP-2020) also aims at producing engaged, productive, and contributing citizens for

building an equitable, inclusive, and plural society as envisaged by our Constitution. Further it
is promoting multilingualism and the power of language in teaching and learning.
India is practicing multicultural education since very early time and it has nature of its classes
as culturally pluralistic and they are emerged cultural pluralistic Indian society. Thus, Indian
education is an example of multicultural education. Though India has a variety of spiritual
beliefs, caste, culture and faiths. In rapidly growing ICT age societies, several nations or
cultures face new challenges. There’s war like things in several countries; individuals of
various cultural background square measure focusing to dominant to alternative one. However,
this set of minds won't work for betterment of the planet. This kind of thought or effort of
individuals of various cultural settings can carry the groups in cultural war things.
Education is tool to vary this frame of mind of individuals of various cultural backgrounds and
teacher will play major role in developing higher culturally pluralistic society with none
discrimination or struggle. Teacher should perceive the culturally philosophical system nature
of their society in order that they may act consequently in their school rooms.
Rationale of the Study
Chaudhary (2016) explained in his article ‘Plurality of Culture’ that it's determined in any
country we discover individuals having completely different religions, castes, creeds, races, and
specifically, following other ways of life, having their own cultures and ethnic identities.
Cultural school of thought may be a pattern or a system during which individuals of various
faiths, religions, castes, creeds will all work and live along, retentive with pride their own
religion and identity and sharing the common bond of being, either by birth or selection. Plural
culture suggests that the co-existence of many sub-cultures among a given society on equal
terms. In such a doctrine culture, the validity of varied sub-cultures is recognized. The
individuals living in several sub-cultures follow other ways of life, live otherwise and assume
in step with cultural patterns adopted by them. Thus, cultural school of thought conjointly
offers rise to the thought of cultural diversity. Cultural variations set apart one cluster of
individuals with one culture from another. Every cluster could also be characterised by their
own language, history or ancestry, religion, kind of dress or adornment.
Further, Tiwari, S. K. and Lal, Dori (2016) concluded in their article ‘Multiculturalism to
Address the Classroom Diversity’ that a multicultural teacher seeks information about students'
home cultures by asking them to interview their parents about their lives as children, the stories
they remember, favorite poems, and family recipes. The results of these interviews can inform
the teacher about the rich diversity in his or her classroom. The interviews also can be made
into booklets and, subsequently, reading materials for the entire class to share.
Similarly, Singh, A. K. and Raza, Md. Akhtar (2016) also concluded in their article
‘Multicultural Education in Secondary School: Issues and Challenges in Indian Context’ that
teachers should help students acquire the social skills needed to interact effectively with
students from other racial, ethnic, cultural, and language groups and schools should provide
opportunities for students from different racial, ethnic, cultural, and language groups to interact
socially under conditions designed to reduce fear and anxiety.

Habib, Hadiya (2017) revealed in her study ‘a Study of Cultural Pluralism and Its Advantages
for Education’ that educators should foster a positive classroom environment based on
diversity. The curriculum plays a paramount role in influencing the attitudes of the students and
curriculum should respect the dignity of all people. Culturally pluralistic curriculum must be
consistent with goals of our culturally diverse society. Promoting diversity in the classroom is
vital to make students feel included in the group instead of alienated. It also helps students
learn about and respect their peer’s culture and backgrounds.
Yang, Yishuang (2017) concluded in her chapter ‘Challenges Facing India’s Pluralistic
Society’ the development of caste politics and localism has changed Indian society from
pluralism to fragmentation and more important challenges and impacts are caused by the social
disintegration created by economic growth and these problem cannot disappear with the high
economic growth.
Further, Dar, W.A., (2021) argued in his chapter titled ‘Constructivism, Pluralism, and
Pedagogy From Below in India: An Integrative Role of Educational Anthropology’ that
constructivism and educational pluralism represent two voices which assert for relying on
psychological principles and countering the dangers of political hegemony in educational
landscape, respectively. Pedagogy from below is as a helpful reality focused toolkit for
minimizing the effects of historical social inequity and breaking the supremacy of dominant
class in the process of knowledge construction and dissemination.
Need and Significance of the Study
Pluralism has been main feature of Indian society but caste politics and rapid economic growth
has changed the scenario of pluralistic India and pluralism is challenged by particular religious
groups and they are leading to a shift in Indian society from pluralism to polarisation of
particular cultural group. In recent years political scenario has been changed and politics is
directed to make believe people that there could be a danger from people of other culture. In
present scenario economic growth and politics has created inequalities in Indian society. These
inequalities cannot be nurtured without considering pluralistic society as shown in findings of
many recent research studeis.
As we know that teachers are change agent who could play an important role in making
beautiful pluralistic society. Therefore it is necessary to understand awareness and attitude of
future teachers towards culturally pluralistic classrooms because they are also a part of our
present society and they may have impact of present politics and economic growth on their
attitude and awareness. Finding of this study may help curriculum planners and teacher
educators to employ cultural responsive curriculum and strategies in teacher training
programmes. Following research questions aroused in researcher’s mind –

Research Questions
1. What is the level of awareness among trainee teachers about culturally pluralistic
classrooms?
2. What is the level of attitude among trainee teachers about culturally pluralistic
classrooms?
Objectives of the Study
1. To know awareness among trainee teachers about culturally pluralistic classrooms on
the basis of their sex, locality and streams of study.
2. To study attitude among trainee teachers towards culturally pluralistic classrooms.
Plan and Procedure
This study was based on descriptive survey approach and researcher collected data from 125
trainee teachers (50 male and 75 female), who were studying in affiliated teacher training
colleges to MJP Rohilkhand University, Bareilly, Uttar Pradesh, India. Researcher used a self-
made research instrument which contains 10 statements on awareness and 15 statements on
attitude towards culturally pluralistic classrooms. All the statements were responded by the
respondents on three-point scales.
Analysis and Interpretation of Data
From the received instruments researcher calculated the responses on awareness and attitude of
the respondents using percentage and interpreted as below according to the objectives of the
study as following.
(a) Analysis of awareness among trainee teachers
1. To know awareness among trainee teachers about culturally pluralistic classrooms on
the basis of their sex, locality and streams of study.
Table 1: Awareness level among trainee teachers about culturally pluralistic classrooms
according to their sex
S.
No.
Statements
Male=50
Female=75
Yes
Confused
No
Yes
Confused
No
1
Class is Culturally Pluralistic
32
(64)
11
(22)
07
(14)
65
(86.67)
03
(4.00)
07
(9.33)
2
Need to protect self-respect of
students in culturally pluralistic
class
43
(86)
03
(06)
04
(08)
61
(81.33)
08
(10.67)
06
(8.00)
3
Judgment of students’ background
according to his/her cultural values
32
(64)
08
(16)
10
(20)
66
(88.00)
05
(6.67)
04
(5.33)
4
Students get help in improving
him/herself in culturally pluralistic
classroom
19
(38)
15
(30)
16
(32)
51
(68)
09
(12)
15
(20)
5
Culturally pluralistic class helps in
understanding ideology of other
culture
29
(58)
09
(18)
12
(24)
58
(77.33)
09
(12)
08
(10.67)
6
Students study together in class
41
06
03
71
02
02

from culturally pluralistic
background
(82)
(12)
(6)
(94.67)
(2.67)
(2.66)
7
Indian constitution protects rights
of students of different cultures
43
(86)
06
(12)
01
(02)
66
(88)
04
(5.33)
05
(6.67)
8
Multicultural education is promoted
in the country
23
(46)
22
(44)
05
(10)
51
(68.00)
13
(17.33)
11
(15.67)
9
No negative effect on educational
rights of different culture students
31
(62)
11
(22)
08
(16)
70
(93.33)
03
(4.00)
02
(2.67)
10
Learning activities should be
according to culture pluralistic
background
26
(52)
17
(34)
07
(14)
57
(76.00)
12
(16.00)
06
(8.00)
Numbers in parenthesis are percentage
From the table-1, it can be concluded that female trainee teachers (86.67%) are much more
aware about the culturally pluralistic nature of their class than their counterparts (64%). Female
trainee teachers clearly know culturally pluralistic nature of their class and very few (4%)
female trainee-teachers were found confused about the nature of their class in comparison to
male trainee teachers (22%). 14% male trainee teachers were not found aware about the
culturally pluralistic nature of their class in comparison to female trainee teachers (9.33%).
This reflects that female trainee teacher were much more aware than their counter parts on the
nature of their class. 86% male trainee teachers were found more aware that there is needed to
protect the dignity or self-respect of students in culturally pluralistic class in comparison to
their female counterparts (81.33%). 88% female trainee teachers were more aware than their
male counterparts (64%) that judgment of students’ background should be according their
cultural value system. 16% male trainee teacher were found confused and 20% male trainee
teachers responded ‘no’. Level of awareness among female trainee teachers (68%) was found
high than their male trainee teachers (38%), 30% male trainee teachers were found confused to
express their understanding on this statement which is very high than confused female trainee
teachers (12%).
Similarly, 32% male trainee teachers did not know that culturally pluralistic classrooms help
students in improving them as compared to female trainee teachers (20%). And 77.33% female
trainee teachers showed high level of awareness about culturally pluralistic class helps in
understanding ideology of other culture as compared to male trainee teachers (58%). 94.67%
female trainee teachers were found highly aware than their male counterparts (82%) that
students study together in class of culturally pluralistic background and 12% male trainee
teachers were found more confused as compared to female trainee teachers (2.67%). (86%)
male and (88%) female trainee teachers showed similar level of awareness about Indian
constitution protects rights of students of different cultures. 68% female trainee teachers were
found aware than their male counterparts (46%) about multicultural education is promoted in
the country. 93.33% female trainee teachers showed that no negative effect on educational
rights of different culture students as compared to male trainee teachers (62%). And 76%
female trainee teachers are in favour that learning activities should be according to culture
pluralistic background in comparison to male trainee teachers (52%) and 34% male trainee
teachers were found confused to express their views as compared to female trainee teachers
(16%).

Table 2: Awareness level among trainee teachers about culturally pluralistic classrooms
according to their locality
S.
No.
Statements
Urban=70
Rural=55
Yes
Confused
No
Yes
Confused
No
1
Class is Culturally Pluralistic
59
(84.29)
05
(7.14)
06
(8.57)
35
(63.64)
15
(27.27)
05
(9.09)
2
Need to protect self-respect of students
in culturally pluralistic class
61
(87.14)
06
(8.57)
03
(4.29)
42
(76.36)
09
(16.36)
04
(7.28)
3
Judgment of students’ background
according to his/her cultural values
61
(87.14)
07
(10)
02
(2.86)
34
(61.82)
11
(20)
10
(18.18)
4
Students get help in improving him /
herself in culturally pluralistic
classroom
56
(80)
11
(15.71)
03
(4.29)
36
(65.45)
12
(21.82)
07
(12.73)
5
Culturally pluralistic class helps in
understanding ideology of other culture
64
(91.42)
03
(4.29)
03
(4.29)
41
(74.55)
09
(16.36)
05
(9.09)
6
Students study together in class from
culturally pluralistic background
65
(92.85)
03
(4.29)
02
(2.86)
45
(81.82)
06
(10.91)
04
(7.27)
7
Indian constitution protects rights of
students of different cultures
66
(94.29)
03
(4.29)
01
(1.42)
50
(90.91)
03
(5.45)
02
(3.64)
8
Multicultural education is promoted in
the country
56
(80)
10
(14.29)
04
(5.71)
41
(74.55)
04
(7.27)
03
(5.46)
9
No negative effect on educational
rights of different culture students
48
(68.57)
15
(21.43)
07
(10)
32
(58.18)
08
(14.55)
15
(27.27)
10
Learning activities should be according
to culture pluralistic background
63
(90)
04
(5.71)
03
(4.29)
42
(76.36)
07
(12.73)
06
(10.91)
Numbers in parenthesis are percentage
From table-2 it can be concluded that 84.29% trainee teacher belongs to urban locality are
aware that their class is culturally pluralistic in nature as compared to trainee teachers from
rural locality (63.64%) and surprisingly 27.27% trainee teachers from rural community were
found confused about the nature of their class whether it is culturally pluralistic or not. 87.14%
urban trainee teachers are aware about the need of protecting dignity or self-respect of students
of culturally pluralistic class as compared to rural trainee teachers (76.36%) and 16% rural
trainee teachers were found confused about their response on this statement in comparison to
urban counterparts (8.57%). Similarly, 87.14% urban trainee teachers were found aware about
judgment of students’ background according to their cultural values as compared to rural
counterparts (61.82%). 20% rural trainee teachers were found confused on this statement as
compared to urban counterparts (10%).
Urban trainee teachers (80%) showed awareness on students get help in improving their
performance in culturally pluralistic classroom as compared to rural counterparts (65.45%).
21.82% rural trainee teachers were found confused in comparison to urban trainees (15.71%).
91.42% urban trainees showed their awareness about culturally pluralistic class helps in
understanding ideology of other culture as compared to their rural counterparts (74.55%).
16.36% rural trainee teachers expressed their state of confusion on this statement. Further,
92.85% urban trainee teachers responded positively on students study together in class from
culturally pluralistic background as compared to 81.82% rural trainee teachers. 94.29% urban
trainee teachers were aware about Indian constitution protects rights of students of different
cultures as compared to rural trainee teachers (90.91%). 80% urban trainee teachers showed
awareness about multicultural education is promoted in the country as compared to rural trainee
teachers (74.55%). 68.57% urban trainee teachers responded positively about there is no
negative effect on educational rights of different culture students in pluralistic class as

compared to rural trainees (58.18%). 90% urban trainee teachers expressed their positive
response in terms of awareness on learning activities should be according to culture pluralistic
background as compared to rural trainee teachers (76.36%).
Table 3: Awareness level among trainee teachers about culturally pluralistic classrooms
according to their streams of study
S.
No.
Statements
Science = 57
Arts = 68
Yes
Confused
No
Yes
Confused
No
1
Class is culturally pluralistic
49
(85.96)
06
(10.53)
02
(3.51)
38
(55.88)
20
(29.41)
10
(14.71)
2
Need to protect self-respect of
students in culturally pluralistic class
45
(78.97)
08
(14.01)
04
(7.02)
47
(69.12)
12
(17.65)
09
(13.23)
3
Judgment of students’ background
according to his/her cultural values
42
(73.68)
09
(15.79)
06
(10.53)
39
(57.35)
15
(22.06)
14
(20.59)
4
Students get help in improving him /
herself in culturally pluralistic
classroom
48
(84.21)
06
(10.53)
03
(5.26)
44
(64.71)
11
(16.18)
13
(19.11)
5
Culturally pluralistic class helps in
understanding ideology of other
culture
51
(89.47)
04
(7.02)
02
(3.51)
50
(73.53)
10
(14.71)
08
(11.76)
6
Students study together in class from
culturally pluralistic background
50
(87.72)
03
(5.26)
04
(7.02)
45
(66.18)
18
(26.47)
05
(7.35)
7
Indian constitution protects rights of
students of different cultures
52
(91.23)
02
(3.51)
03
(5.26)
63
(92.65)
03
(4.41)
02
(2.94)
8
Multicultural education is promoted
in the country
49
(85.96)
04
(7.02)
04
(7.02)
43
(63.24)
11
(16.17)
14
(20.59)
9
No negative effect on educational
rights of different culture students
40
(70.18)
12
(21.05)
05
(8.77)
37
(54.41)
14
(20.59)
17
(25)
10
Learning activities should be
according to culture pluralistic
background
50
(87.72)
03
(5.26)
074
(7.02)
59
(86.76)
05
(7.35)
04
(5.89)
Numbers in parenthesis are percentage
From table-3, it can be seen that 85.96% trainee teachers who belongs to Science stream were
found aware about the culturally pluralistic nature of their class in comparison to trainee
teachers from Arts stream (55.88%). 78.97% Science stream trainee teachers responded
positively on need to protect self-respect of students in culturally pluralistic class as compared
to Arts stream trainees (69.12%). 73.68% Science stream trainee teachers showed awareness on
judgment of students’ background according to their cultural values in comparison to Arts
stream trainees (57.35%) and 22.06% Arts stream trainee teachers were found confused as
compared to 15.79% Science stream trainees. 84.21% Science stream teachers showed
awareness on students get help in improving him/herself in culturally pluralistic classroom as
compared to 64.71% Arts stream trainees. 89.47% Science stream trainee teachers were found
aware on culturally pluralistic class helps in understanding ideology of other culture in
comparison Arts stream trainees (73.53%). 87.72% Science stream trainee teachers expressed
their awareness on students study together in class from culturally pluralistic backgrounds
compared to Arts stream trainee teachers (66.18%) and surprisingly 26.47% Arts stream trainee
teachers were found confused in expressing their awareness about this statement and compared
to Science stream trainees (5.26%).91.23% Science stream trainee teachers were found aware
on Indian constitution protects rights of students of different cultures as compared to Arts
stream trainee teachers (92.65%). 85.96% Science stream trainee teachers were found aware
and respond positively on multicultural education is promoted in the country as compared to
Arts stream trainee teachers (63.24%). 70.18% Science stream trainee teachers showed

awareness that there is no negative effect on educational rights of different culture students as
compared to Arts stream trainee teachers (54.41%) and 25% Arts stream trainees responded
negatively on this statement. 87.72% trainee teachers of Science stream were found were found
aware on learning activities should be according to culture pluralistic background as compared
to Arts stream trainees (86.76%).
(b) Analysis of attitudes of trainee teachers
2. To study attitudes among trainee teachers towards culturally pluralistic classrooms.
Table 4: Attitudes of trainee teachers towards culturally pluralistic classrooms
S.
No.
Statements
Agree
Undecided
Disagree
1
I perceived strange behaviour to students of different
cultures in the class*
15
(12)
30
(24)
80
(64)
2
Teacher should use gender, faiths and culture responsive
language
100
(80)
17
(13.6)
08
(6.4)
3
Meeting with students who belongs to different cultures
may cause trouble/anxiety*
23
(18.4)
18
(14.4)
84
(67.2)
4
There is no need to make teachers aware multicultural
education*
30
(24)
19
(15.2)
76
(60.8)
5
I would like to teach a multicultural class
80
(64)
26
(20.8)
19
(15.2)
6
Cultural pluralism should not be discussed in school time*
20
(16)
24
(19.2)
81
(64.8)
7
Teacher must know his/her cultural background
93
(74.4)
19
(15.2)
13
(04)
8
I will love to teach students who belongs same culture*
14
(11.2)
18
(14.4)
93
(74.4)
9
Culturally pluralistic classrooms could be dangerous*
29
(23.2)
22
(17.6)
74
(59.2)
10
Featurs of different cultures should be included in
classroom activities
107
(85.6)
12
(9.6)
06
(4.8)
11
Teacher should hide his/her cultural identity in your class*
19
(15.2)
30
(24)
76
(60.8)
12
Tolerence should be reflected towards different gender
identities
90
(72)
23
(18.4)
12
(9.6)
13
You should teach only students who are of your cultural
background*
13
(10.4)
26
(20.8)
81
(64.8)
14
Classroom cultural dynemics should be kept in mind while
teaching
80
(64)
24
(19.2)
21
(16.8)
15
In classroom activities cultural pluralism should not be
emerged*
21
(16.8)
25
(20)
79
(63.2)
Starred items are negative in nature, Numbers in parenthesis are percentage
1. I perceived strange behaviour to students of different cultures in the class: As we can
see in table-5, 64% of the respondents disagreed with the statement that they never seen
strange or abnormal behavior towards students of different cultural background, 24%
respondents were undecided and 12% were agreed to the statement. Most of respondents
did not perceive strange behaviour to the students of different cultures. Though, big count
of trainee teachers (24%) was undecided, this reflects that or they have low awareness
about such issues in class.
2. Teacher should use gender, faiths and culture responsive language: Above shows that
80% of the respondents were agree with the statement, 13.6% respondents were undecided

and few 6.4% of them were disagree with the statement that teacher should use gender,
faiths and culture responsive language while teaching.
3. Meeting with students who belongs to different cultures may cause
trouble/anxiety:67.2% of the respondents were disagree with the statement that they did
not think meeting with students who belongs to different cultures may cause
trouble/anxiety, 14.4% were undecided and were not able to communicate with the
statement and 18.4% were agree with the statement that meeting with students of different
cultural background may cause trouble; it may be due to the over prominence of particular
culture on them.
4. There is no need to make teachers aware multicultural education: From table-5 it can
be seen that 60.8% of the respondents were disagree with the statement that there is no
need to make aware teachers aware about multicultural education and they were
emphasizing the need of making teachers aware about multicultural education, 15.2% were
undecided on the statement and surprisingly 24% were agree with the statement that there
is no need to make aware teachers about multicultural education and it may be due to the
lack of awareness about multicultural education and cultural pluralism etc.
5. I would like to teach a multicultural class: 64% of respondents were agree with the
statement that they would like to teach multicultural class, 20.8% were undecided and
15.2% were disagree to teach multicultural class. Most of respondents showed favourable
attitude to teach a multicultural class.
6. Cultural pluralism should not be discussed in school time: 64.8% of the respondents
were disagree with the statement that cultural pluralism or cultural diversity should not be
discussed in school time, big number of respondents 19.2% were undecided on the
statement and 16% were agree with the statement that cultural pluralism should not be
discussed in school time.
7. Teacher must know his/her cultural background: 74.4%of the respondents were agree with
the statement and again 15.2% respondents were undecided and few of them 4% were
disagree with the statement. It may be due to lack of awareness of lack of understanding of
cultural pluralism or cultural understanding of the country or democratic value etc.
8. I will love to teach students who belongs same culture: 74.4% of the respondents were disagree
with the statement that they will love to teach students who belongs same culture, 14.4% were
undecided and 11.2% were agree with the statement.
9. Culturally pluralistic classrooms could be dangerous: Surprisingly 59.2% of the
respondents were disagree with the statement that culturally pluralistic classrooms could be
dangerous, 17.6% were undecided and 23.2% were agree with the statement. This reflects that
there is not much clear understanding of cultural pluralistic classrooms or lacking clear
understanding of secular life of the country.
10. Featurs of different cultures should be included in classroom activities: 85.6% of the
respondents were agree with the statement that features of different cultures should be
included in classroom activities, 9.6% were undecided and 4.8% were agree with the
statement.
11. Teacher should hide his/her cultural identity in your class: 60.8% of the respondents
were disagree with the statement that teacher should hide cultural identity, 24% were
undecided and 15.2% were agree with the statement that teacher should hide his/her
cultural identity.
12. Tolerence should be reflected towards different gender identities: 72% of the
respondents were agree with the statement that tolerance should be reflected towards

different gender identities, but 18.4% of them were undecided and 9.6% were disagree
with the statement.
13. You should teach only students who are of your cultural background: 64.8% of the
respondents were disagree with the statement that they should teach only students who are
of their cultural background, 20.8% were undecided and 10.4% of them were agree with
the statement.
14. Classroom cultural dynemics should be kept in mind while teaching: 64% of the respondents
were agree with the statement that teacher should kept in mind the cultural dynamics of the
classroom while teaching, 19.2% were undecided and 16.8% were disagree with the
statement.
15. In classroom activities cultural pluralism should not be emerged: 63.2% of the
respondents were disagree with the statement that in classroom activities cultural pluralism
should not be emerged, 20% were undecided and 16.8% were agree with the statement.
Results and Conclusions:
From the above analysis and interpretation of data it can be concluded that female trainee
teachers were found more aware in all the domains of awareness as compared to male trainee
teachers. In the category of teachers’ locality urban trainee teachers were found more aware
than their rural counterparts. Similarly, according to the study stream category Science stream
trainee teachers were found more aware on all the domains of awareness about culturally
pluralistic classroom as compared to their Arts stream trainee teachers. Most of trainee teachers
showed favourable attitude towards culturally pluralistic classroom, trainee teachers are going
to work with young kids in culturally pluralistic classrooms of the country and many of them
were found in confused mode. Future teachers should be nurtured about the multicultural
education and cultural pluralism so that they could play their role adequately in culturally
pluralistic classrooms of India. They should be trained properly in using culture and gender
responsive pedagogy.
Recommendations:
Trainee teachers should be trained about the culturally pluralistic classrooms and knowledge
components related to multicultural class rooms should be added in the teacher training
curriculum. Teacher educators should use culturally responsive pedagogies to nurture trainee
teachers in such a environment so that they could deal a culturally pluralistic classroom
effectively.
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