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Cultural responsiveness is the quality to learn and accommodate other’s cultures and bring the desired change in the environment we survive. Globalisation in the field of education demands cultural responsiveness which is considered critical in providing quality education. The present paper examines how the teachers consider cultural responsiveness in classroom teaching. It is suggested that they should be trained in a suitable manner to address the learner needs in a multicultural learning society. Recent developments in technologies, migration patterns, globalisation and cross-cultural relationships have paved the way for multiculturalism in education. The Covid-19 pandemic has forced educational institutions and universities to incorporate technology-based learning platforms and strategies in education. In a way or other, the teachers act as mediators between home culture and school culture. They control social interactions among the learners and monitor the differences in culture. So as to overcome the problems associated with multi-racial, multi-lingual and multi-ethnic communities, the teachers should be well trained and well informed of the different aspects of multiculturalism. In such learning contexts, teachers should be able to ensure culturally responsive pedagogic practices. Learning outcomes are mainly dependent on culture. So as to prepare the teachers to face the diverse learner communities, a proactive approach is essential to create a culturally responsive teacher community.
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