Developing a Multicultural Pedagogy Module for Refugee Education
Keywords:
multicultural pedagogy, refugee education, culturally responsive teaching, Germany, curriculum development, forced migrationAbstract
This study documents the development and pilot implementation of a multicultural pedagogy module designed to enhance educational outcomes for refugee students in German schools. Drawing on participatory design research involving 28 educators, 15 refugee students, and 8 curriculum specialists across three German cities, the research addresses the pedagogical challenges teachers face when working with culturally and linguistically diverse refugee populations. The module integrates culturally responsive teaching principles, trauma-informed practices, and language acquisition strategies tailored to refugee contexts. Development occurred through iterative cycles of design, implementation, and refinement based on stakeholder feedback. The findings reveal three critical dimensions: the foundational principles necessary for effective multicultural pedagogy in refugee education, the practical instructional strategies that support refugee student learning and integration, and the systemic challenges and enablers affecting module implementation. Pilot testing demonstrated improved teacher confidence in multicultural instruction, enhanced refugee student engagement, and positive shifts in classroom climate. However, implementation faced barriers including limited preparation time, inadequate institutional support, and insufficient resources for differentiated instruction. The study contributes frameworks and practical tools for developing culturally responsive pedagogies in contexts of forced migration.
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