University Teachers’ Perspective of Cultural Diversity: A Case of LUAWMS, Balochistan

Abstract

This study delves into the connection between cultural diversity and the teaching profession in the multilingual and multicultural landscape of Balochistan, coupled with the socio-political intricacies of the region. It specifically looks at the experiences and reactions of teachers of Lasbela University of Agriculture, Water and Marine Sciences (LUAWMS) to culture diversity in their classrooms. The study was conducted using an interpretive–constructivist research approach and purposive sampling was used to include teachers from various faculties who had different genders, ethnicities, languages, and academic ranks. Results reveal that language, ethnicity, and politics influence the intricate nature of teaching in a culturally diverse school environment as well as lacking institutional support. The individual effort and lack of well-structured institutional policies are seen as key factors in teachers’ perceptions of managing diversity, which makes it difficult to reach inclusive educational goals in relation to the university’s mission. The study concludes that the university, such as LUAWMS, should incorporate cultural diversity as a permanent and integral part of the academic life. It calls for the formulation of far-reaching, flexible and supportive institutional policies and strengthening faculty development and student support systems to make the effective shift from cultural diversity as a demographic to cultural diversity as a teaching and learning asset.