International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Theorizing Inclusion in Multicultural Classrooms: A Socio-Cultural Perspective

Author(s) Mr. Shalvi Dogra, Dr. Akhilesh Kumar Gautam
Country India
Abstract This paper examines philosophical justifications and practical implications of inclusion in multicultural classrooms using a sociocultural framework. Using aspects of multicultural education and sociocultural theory, the study illustrates how today the understanding of inclusion has evolved beyond just physical integration to include equity, participation, and affirmation of pluralistic identities. It depicts multicultural classrooms as a sub society and examines the social, ethnic, and cultural diversities’ opportunities and challenges within the framework of the society-at-large. It analyzes the sociological theory of Vygotsky and concentrates on the importance of social contact, group learning, and cultural tools in inclusive education. Banks’ model of multicultural education and critical multiculturalism provide the frameworks within which educators transform students’ cultural backgrounds into curricula and instructional strategies. It further identifies subconscious institutional practices and biases as impediments to genuine inclusion. It describes in-depth culturally relevant teaching, responsive differentiated assessment, advocacy, and rigid instructional frameworks as practical, reflexive, and social action pedagogy as transformative frameworks. It concludes that to make inclusion a reality and equip students not only to survive, but to thrive as compassionate participants of pluralistic societies, a sociocultural theory of inclusion is the only answer.
The findings presented within this research will prove insightful to the educators, policymakers, and researchers focusing on the further advancement of equity and excellence within varying educational situations.
Keywords Inclusion, Pedagogy, Multicultural, Pluralistic Society, Sociocultural
Field Sociology > Education
Published In Volume 7, Issue 6, November-December 2025
Published On 2025-11-18
DOI https://doi.org/10.36948/ijfmr.2025.v07i06.60990
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E-ISSN 2582-2160
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