Embracing Intercultural Trust: Cultivating Non-Native Teachers' Cultural Humility in Iranian Kurdistan
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| Title: | Embracing Intercultural Trust: Cultivating Non-Native Teachers' Cultural Humility in Iranian Kurdistan |
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| Language: | English |
| Authors: | Jamal Salimi, Abdullah Azizi, Emily N. Srisarajivakul, Seyedeh Asra Sajadi |
| Source: | International Journal of Multicultural Education. 2025 27(3):123-150. |
| Availability: | International Journal of Multicultural Education. Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, Korea 03722. e-mail: ijme@gmail.com; Web site: http://www.ijme-journal.org |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Cultural Awareness, Culturally Relevant Education, Minority Group Students, Teacher Attitudes, Teacher Characteristics, Elementary School Teachers, Secondary School Teachers, Cultural Differences, Multicultural Education, Teaching Methods, Trust (Psychology), Teacher Student Relationship, Transformative Learning, Learning Theories, Educational Environment, Cultural Background, Class Activities |
| Geographic Terms: | Iran |
| ISSN: | 1934-5267 |
| Abstract: | In the Iranian educational system, minoritized students often face underrepresentation in formal curricula due to racial, ethnic, and cultural differences. This qualitative study explores perspectives of non-native teachers working in state-funded K-12 schools in Sanandaj, Iranian Kurdistan. Using constructivist grounded theory, semi-structured interviews were conducted with 11 teachers whose cultural and linguistic backgrounds differ from their students. Findings revealed four themes: (1) understanding and embracing cultural differences, (2) intercultural learning, (3) adapting teaching methodologies, and (4) building cultural trust. The study contributes to limited research on cultural humility in Iranian schools and offers insights into multicultural education in non-Western contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506196 |
| Database: | ERIC |
| Abstract: | In the Iranian educational system, minoritized students often face underrepresentation in formal curricula due to racial, ethnic, and cultural differences. This qualitative study explores perspectives of non-native teachers working in state-funded K-12 schools in Sanandaj, Iranian Kurdistan. Using constructivist grounded theory, semi-structured interviews were conducted with 11 teachers whose cultural and linguistic backgrounds differ from their students. Findings revealed four themes: (1) understanding and embracing cultural differences, (2) intercultural learning, (3) adapting teaching methodologies, and (4) building cultural trust. The study contributes to limited research on cultural humility in Iranian schools and offers insights into multicultural education in non-Western contexts. |
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| ISSN: | 1934-5267 |
