A Critical Pedagogy Analysis Of Literature Teachers’ Perspectives On The Integration Of Multicultural Literature In Higher Education

Résumé: This qualitative study investigates the integration of multicultural literature within higher education classrooms, examining experiences, challenges, necessary support, and perceived impacts on students. Framed within critical pedagogy theory, the research aimed to uncover insights into the transformative potential of diverse narratives. Employing a descriptive phenomenology research design, semi-structured interviews were conducted with university literature teachers. Analysis of participant responses revealed multifaceted teaching strategies, emphasising the significance of cultural representation, innovative approaches, and fostering cross-cultural understanding. Teachers adapt their methods to accommodate diverse student voices while leveraging technology and cultural sensitivity. This study concludes that effective integration fosters inclusivity, empathy, and critical thinking among students. Further, the findings underscore the role of critical pedagogy and the need for comprehensive institutional support to enhance multicultural literature's impact within higher education.

Publié dans la revue: Traduction et Langues