The study examines strategies to foster culturally inclusive educational environments in Algerian schools. Algeria, with its diverse cultural tapestry and multifaceted societal heritage, provides a unique context for exploring approaches to promote inclusivity and diversity in education. Employing a mixed-methods approach, the research combines qualitative and quantitative methodologies to investigate the current state of cultural inclusivity, challenges encountered, and effective strategies utilized in Algerian educational settings. The study aims to address three key questions: How do students from diverse cultural backgrounds experience inclusivity in the classroom? How are diverse cultures represented in the curriculum, textbooks, and instructional materials? What strategies can be employed to ensure a more inclusive representation of cultures in educational content? For data collection, two primary methods were employed. First, content analysis involved evaluating educational materials, curricula, and textbooks to assess the representation of diverse cultures. Second, questionnaires were administered to 30 educators, 30 high school students, and 30 parents at a local high school to gather quantitative data on perceptions of cultural inclusivity and to identify areas for improvement. The findings offer insights into the current cultural inclusivity landscape in Algerian high schools, highlighting successful strategies and challenges in creating culturally inclusive environments.

Authors:
Amel Beldjenna, University of Oran 2, Algeria

About the Presenter(s)
Dr Amel Beldjenna is a University Assistant Professor/Lecturer at university of Oran 2 in Algeria

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