FOSTERING INCLUSIVE EDUCATION: UNIVERSITY STUDENTS’ PERSPECTIVES ON CULTURALLY SENSITIVE TOPIC

Abstract

This study explores the interests and comfort levels of students in discussing culturally sensitive topics within the English classroom. Using a specially designed questionnaire, we asked students about their willingness to engage in conversations on subjects such as sexual violence, sex education, homosexuality, religion, gay rights, politics, transgender issues, abortion, suicide, tradition, superstition, race discrimination, refugees, social class, and gender equality. The data was taken from English major students of Dian Nuswantoro University. The collected data were analyzed using a qualitative descriptive method to provide a detailed understanding of 61 student's attitudes toward these topics. The results reveal varying degrees of interest and comfort among students, highlighting the challenges and opportunities for integrating culturally sensitive discussions in educational settings. The findings emphasize the importance of culturally responsive teaching practices and suggest that educators need to navigate these discussions with care to ensure an inclusive and respectful classroom environment.