Author: Dr. Sarbani Sinharay
DOI Link: https://doi.org/10.70798/Bijmrd/03080013
Abstract: Cultural competence in teacher education has emerged as a critical framework for addressing the challenges of diversity in contemporary classrooms. With globalization, migration, and socio-economic transformations, classrooms increasingly reflect a multiplicity of cultural, linguistic, and social identities. Teachers must therefore be prepared to navigate complex cultural contexts while fostering inclusive and equitable learning environments. This paper critically examines the conceptual foundations of cultural competence, its theoretical underpinnings, and its practical implications for teacher education. Drawing upon global and Indian perspectives, the study highlights strategies for integrating cultural responsiveness into teacher preparation, emphasizing curriculum design, pedagogy, and reflective practice. It also addresses structural and institutional barriers, including policy–practice gaps, faculty preparedness, and systemic inequities that hinder effective implementation. Ultimately, the paper argues that cultivating cultural competence is essential for building bridges across differences, enhancing student engagement, promoting social justice, and preparing teachers as agents of inclusion in diverse educational settings.
Keywords: Cultural Competence, Teacher Education, Diversity, Inclusive Pedagogy, Social Justice, Reflective Practice.
Page No: 90-96