Policies and pedagogies for students of diverse backgrounds

Abstract

Large-scale mobility and global exchanges have made classrooms more diverse than ever before. However, despite solid evidence that advocate and support teaching and pedagogy for students of diverse backgrounds, there are still high pedagogical expectations that learners from diverse backgrounds to adapt and perform in classroom activities that replicate mainstream educational and pedagogical cultures. This contribution discusses the challenges in teaching complex classrooms and calls for clearly articulated policy pedagogies for students of diverse backgrounds based on the contributions in this volume.