Kindergarten Teachers' Perspectives on Culturally Responsive Education

Researchers and policymakers have been making efforts to build more inclusive Canadian schooling experiences that reflect the diversity of its student bodies. The present study examined kindergarten teachersâ experiences of culturally responsive education. Qualitative interviews were conducted with six kindergarten teachers in the Greater Toronto Area to learn about how they understand and approach cultural diversity in their classrooms and the challenges that they experience. Participating teachers most often referred to ethnicity in relation to studentsâ cultural backgrounds, and believed that culturally responsive practices have an important place at the kindergarten level. Teachers described implementing practices that are both structured components of the classroom, and spontaneous in that they are unplanned accommodations or instruction. They spoke of challenges relating to their access to resources both within and outside of their schools and establishing strong relationships with school personnel and families.M.A