Fostering a Culturally Responsive Classroom While Bypassing Social Status and Inequalities to Enhance Inclusiveness

Abstract

Though many social theories play a crucial role in society and within a school community, motivation is an essential and integral part of improving student engagement in any given school context. Hence, it is important to understand the various social theories and inequalities while implementing a culturally responsive classroom for teachers to create a positive learning environment for students to improve engagement. For the new conceptual classroom to function efficiently, teachers need a fair understanding of the thoughts, ideas and stories of students to practice inclusiveness. Therefore, this study seeks to improve student engagement by giving importance to factors such as culture, ethnicity, gender, social perspectives and teacher self-reflective practices to enhance inclusiveness.