Building Inclusion through Multicultural Teacher-Student Communication

Abstract

Diversity, equity, and inclusion practices have been widely implemented in education, particularly in elementary school, junior dan senior high schools in West Sumatra. “In contrast, the ways in which teachers’ interpersonal communication operates in classroom interactions have not been widely studied. The purpose of this study is to analyze teachers’ interpersonal communication in building inclusive communication in classrooms with diverse student backgrounds. The method used in this study is a qualitative research method with a case study approach. The data collection methods consisted of in-depth interviews, observation and documentation. Research findings indicate that teachers in schools with diverse students backgrounds engage in culturally responsive interpersonal communication. Teachers demonstrate cultural empathy through open interaction and encourage students from different backgrounds to voice their views. This contributes to strengthening social relations among students, reducing tendencies toward stereotyping, and promoting more equitable participation in the learning process. These findings underscore that classroom inclusion is not merely the result of formal policies or curricular design, but is continuously shaped through teachers’ everyday communicative practices in managing cultural diversity.