Culturally Responsive Teaching in Diverse Classrooms in DR Congo

Balinda T. M.

Faculty of Education Kampala International University Uganda

ABSTRACT

Culturally Responsive Teaching (CRT) is essential for addressing cultural inequalities in diverse classrooms, especially in the Democratic Republic of Congo (DRC), where ethnic and linguistic diversity presents unique educational challenges. This paper explores the theoretical framework of CRT, highlighting its significance in promoting equity and inclusion in education. It examines the cultural, linguistic, and ethnic diversity in DRC and its implications for teaching practices. Key components of CRT, such as building cultural competence and creating inclusive classroom environments, are discussed alongside the challenges of implementing CRT in resource-constrained settings. Through case studies and best practices, this paper demonstrates how CRT can enhance student engagement and achievement, fostering a more equitable and effective educational landscape in DRC.

Keywords: Culturally Responsive Teaching (CRT), Diversity in Education, DR Congo, Ethnic and Linguistic Diversity, Inclusive Education

CITE AS: Balinda T. M. (2024). Culturally Responsive Teaching in Diverse Classrooms in DR Congo. RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION 3(3):49-58.