VOlUME 05 ISSUE 01 JANUARY 2026
1Fatima Favour-Tamar Tanimu, PhD, 2Omobolaji O Akanbi, PhD, 3Lum Comfort Nche, PhD
1,2School of Education University of The Gambia
3Department of Management Sciences International University Banmenda, Cameroon
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i1n01Google Scholar Download Pdf
ABSTRACT
Multicultural education seeks to acknowledge and value the experiences and viewpoints of marginalized groups that are frequently overlooked in conventional academic settings, including those affected by racial, ethnic, socioeconomic, gender, linguistic, and religious inequalities. The objective of the study is to explore the essence of incorporating multicultural education into the educational curriculum of schools. The research was carried out in the Republic of Niger and The Gambia, utilized both qualitative and quantitative techniques, combining library and field studies. Relevant literature was reviewed, and "Triangulation" (multi-methods) was employed for information gathering (Creswell, & Creswell, 2023). To get secondary information, the Internet was also utilized for the study's purpose. The research utilized semi-structured questionnaires, focus-group oral interviews, and personal observations to gather data from school administrators, students, and community leaders. The study shows that 54% of respondents support multicultural education, while 33% believe adequate student competition can attract parents and foster love for education, requiring dialogue with all stakeholders.
KEYWORDS:Multicultural, teacher, education, multicultural education, school, students
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Cite this Article:Tanimu, F. F. T., Akanbi, O. O., & Nche, L. C. (2026). Incorporating A Multicultural Educational Framework into School Curricula. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(1), 1-6. https://doi.org/10.58806/ijsshmr.2026.v5i1n01