Sensitive topics and language challenges in culturally diverse geography classrooms – Teachers’ experiences about possibilities and challenges

This presentation examines geography teachers' experiences and thoughts about the content of geography lessons in the culturally diverse classroom. How do teachers feel about possibilities and challenges in the context of cultural diversity? In my study (Muukkonen, 2018; 2019), a total of six geography teachers from secondary and high schools from the Helsinki metropolitan area, Finland, were interviewed, using a thematic interview approach. The unanimous response was that no culturally or ethnically sensitive topics should be avoided in their classrooms, but such topics should be handled in a sensitive way, by softening, adapting teaching accordingly, and using many sources of information objective references. This is important because some immigrant students might feel uncomfortable about certain topics due to ethnic differences, religious differences, or due to their personal unpleasant
experiences. Yet, cultural diversity can also be a possibility. Culturally diverse classroom might enhance the geography teaching if students want to share their experiences and knowledge. Some students do not feel comfortable doing this. Those who are willing to share their experiences can provide valuable
enhancements for geography classrooms.

References:
Muukkonen, P. (2017). Maantieteen oppituntien sisällöt ja niiden käsittely kulttuurisesti moninaisessa luokassa: opettajien kokemuksia mahdollisuuksista ja haasteista. Terra, 129(1), 17–27.
Muukkonen, P. (2018). Maantieteen opettajien opetuskäytännöt kielellisesti moninaisessa luokassa. In R. Rinne, N. Haltia, S. Lempinen, & T. Kaunisto (Eds.), Eriarvoistuva maailma – tasa-arvoistava koulu? (pp. 297–328). Jyväskylä, Suomen kasvatustieteellinen seura 78.
Muukkonen, P. (2019). Olika arbetssätt hos geografilärare i mångkulturella klassrum. Terra, 131(3), 165–167.