Education systems across the world are not only experiencing cultural diversification differently, but are also engaging with it using differing terms, concepts, and practices. Thus, understanding the varying dynamics underlying this global phenomenon of educational diversification is necessary. Through analyzing a group of 35 published empirical studies, this review reveals the key themes that guide how education systems across the world define, perceive, and manage student cultural diversity as it relates to students, teachers, and the curricula.
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Hedidar, Walid and Akkari, Abdeljalil
"Student Cultural Diversity and How It Is Defined, Perceived, and Managed: A Review of Empirical Studies Across 3 Levels of Analysis,"
DU Undergraduate Research Journal Archive: Vol. 1:
1, Article 3.
Available at: https://digitalcommons.du.edu/duurj/vol1/iss1/3
Bilingual, Multilingual, and Multicultural Education Commons, Educational Administration and Supervision Commons, International and Comparative Education Commons, Social and Philosophical Foundations of Education Commons