Teaching National Identity in Multicultural Classrooms: A Study on Social Studies Education and Sociological Perspectives of Inclusion

This study investigates the challenges and strategies associated with teaching national identity in multicultural classrooms, emphasizing the need to balance national unity with cultural diversity. As classrooms become increasingly diverse, educators face difficulties in promoting a cohesive national identity while respecting students’ varied cultural, ethnic, and linguistic backgrounds. The study examines these challenges through the lens of sociological theories such as Social Identity Theory, Critical Race Theory (CRT), and Social Integration Theory, which provide frameworks for understanding how to foster inclusion and address historical inequalities. The research highlights key issues, including the risk of marginalizing minority perspectives, ensuring culturally sensitive representation, and overcoming linguistic barriers. It also explores effective strategies for teaching national identity, such as adopting culturally responsive pedagogy, encouraging critical engagement with national narratives, and incorporating multilingual approaches. Recommendations for policymakers and curriculum developers include supporting inclusive education policies, investing in teacher training, and designing curricula that reflect diverse perspectives and address social justice issues.