Stakeholder's role in promoting inclusion for multicultural learners: towards a model for online education.

• Main Author: Boison, Benjamin Teye Kojo
• Format: Text
• Language: English
• Published: Memorial University of Newofundland 2020
• Subjects: Newfoundland
• Online Access: https://dx.doi.org/10.48336/27an-f435; https://research.library.mun.ca/14972/

In the province of Newfoundland and Labrador, the goal of inclusive education is to include all diverse learners in a respectful and welcoming school culture, and to provide a continuum of support and services for learners. Inclusion is a top priority for education stakeholders since the province is experiencing an increase of diverse learners. To promote inclusion, stakeholders play varied roles as they collectively function towards a common goal. This qualitative study explored specific roles of stakeholders in promoting inclusion in schools. The study also investigated how leadership promotes culturally responsive pedagogy, and then analyzed successful interventions that promote inclusion for online multicultural learners. The study was guided by critical multiculturalism and the transformative multiculturalism theoretical frameworks. My study did not aim to critique existing practices but to explore opportunities to promote inclusiveness for others to emulate. The thematic analysis of secondary data (NL policy documents) suggests that collaborative efforts are a potential way of promoting inclusion. Reviewed empirical studies showed that focusing on andragogy, learning styles, professional development of educators, and using culturally responsive pedagogies may promote inclusion in online education. These imply that collaborative efforts and use of these strategies may promote inclusive online education for multicultural learners.