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VOL. 12, ISSUE 7 (2025)
A conceptual analysis of socio-cultural and linguistic responsiveness in Odisha’s secondary teacher preparation
Authors
Eliza Mahapatra, Dr. Kulamani Sahoo, Jyotiranjan Panda
Abstract
This paper explores how secondary teacher preparation programmes in
Odisha address the state’s significant socio-cultural and linguistic diversity.
Odisha’s classrooms include students from varied tribal communities who speak
multiple languages and dialects, posing unique demands on teachers. Drawing on
concepts of culturally responsive pedagogy and multilingual education, this
conceptual analysis examines policy frameworks, curriculum design, and
institutional practices. Findings indicate that although national and
state-level policies emphasise inclusivity and contextual relevance, practical
implementation remains limited. Diversity-related content is often treated
superficially in pre-service curricula, and teacher trainees receive little
practical training in adapting pedagogy for diverse learners. Teacher educators
themselves frequently lack adequate preparation in culturally and
linguistically responsive teaching. The paper argues that bridging this gap
requires comprehensive curriculum renewal, stronger community engagement, and
continuous professional development for teacher educators. It recommends
developing locally relevant materials, promoting mother tongue-based
multilingual strategies, and redesigning practicum experiences to connect
trainees with diverse communities. Strengthening these areas can help prepare
future teachers to create inclusive, supportive learning environments that
affirm Odisha’s cultural and linguistic richness. The study offers insights for
policymakers, teacher education institutions, and stakeholders working to
advance equitable and context-sensitive teacher preparation.
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Pages:87-92
How to cite this article:
Eliza Mahapatra, Dr. Kulamani Sahoo, Jyotiranjan Panda "A conceptual analysis of socio-cultural and linguistic responsiveness in Odisha’s secondary teacher preparation". International Journal of Multidisciplinary Research and Development, Vol 12, Issue 7, 2025, Pages 87-92
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