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Instructors’ And Administrators’ Perspectives On Culturally Responsive Teaching In Rwandan Higher Education, Ephrard Rulinda

Walden Dissertations and Doctoral Studies

In Rwanda, the number of culturally minority students in higher education institutions has been increasing in recent years, yet the role of instructors and school administrators in utilizing culturally responsive teaching (CRT) methods for those students remains unclear. The purpose of this qualitative case study was to describe instructors’ and school administrators’ views of their roles in utilizing CRT methods. The conceptual framework for this study included CRT best teaching practices and approaches; institutional, personal, and instructional dimensions of CRT; and components of the preparation for and practice of CRT. The study was conducted at a university with three campuses …