Cultural diversity: Inclusive learning for culturally diverse learners

Amalgamation of rich heritage and deep rooted traditions of India are represented as a rainbow of socio-cultural diversity in terms of language, customs and tradition. Recognizing cultural diversity of India as a greatest gift, NCF-2005 draws attention towards the need to plan and deliver education in a manner that takes into account their unique characteristics and builds on the same to achieve inclusive goals of education. This paper attempts to highlight that a culturally responsive teacher is potentially placed to plan and execute appropriate teaching strategies which adequately accommodates diverse abilities and beliefs. It is assumed such an accommodation is most likely to promote inclusive socialization directed towards learning to get along well with other. Concluding part of the paper deals with the design and transaction style of teacher education program at secondary level which enables the pupil-teachers to rethink their beliefs. A planned interaction with a group of teacher educators and students training to be teachers revealed that due emphasis on affective domain adequately cultivates culturally responsive teaching skills. It provides an opportunity to conceptualize that being different does not mean that one is better than the other.