Multigrade schools and teaching practices in culturally diverse environments

Abstract

This study analyzes the learning barriers, challenges, and contrasts in teaching practice within multigrade indigenous primary schools with cultural diversity in Sinaloa, Mexico. The research employs a qualitative approach, using ethnographic methodology and a case study design, utilizing participant observation and in-depth interviews as techniques. The findings reveal the presence of cultural, political, and pedagogical barriers that directly impact teaching and learning processes. Among the main challenges identified are adapting to the intercultural school context, simultaneously teaching different grade levels in the same classroom, a lack of relevant teaching materials, and insufficient educational infrastructure to serve indigenous children. Furthermore, the absence of a specific curriculum and teacher training for working in multigrade and intercultural contexts is observed. The study concludes that, despite education being a fundamental human right, access, retention, and academic progress for students are not fully guaranteed in these schools due to the limited availability of resources and institutional support. However, teachers develop adaptation strategies to address learning barriers and respond, under adverse conditions, to the social, cultural, linguistic and age diversity of the student body, in the pursuit of an education with equity, inclusion and excellence.