|Published online: December 20, 2016||$US5.00|
The present research was realized during the academic year 2015–2016 with the students of the fifth grade of two primary schools in Granada, Spain. Some of them studied in a multicultural classroom, whereas the others were in a monocultural classroom. The instrument used was a PIC-N Imagination Test, used to measure the index of narrative creativity. According to this index, four groups were formed in each type of classroom. A statistical analysis was then applied to the data of the groups in each classroom, and it was established that in the multicultural classroom, the narrative creativity indexes, and especially for the dimension of originality were higher than in the monocultural classroom.
|Keywords:||Creativity, Cultural Diversity, Education|
The International Journal of Diversity in Education, Volume 16, Issue 4, December 2016, pp.57-62. Article: Print (Spiral Bound). Published online: December 20, 2016 (Article: Electronic (PDF File; 875.046KB)).
PhD Student, School of Education, University of Granada, Granada, Spain
Associate Professor, School of Education, University of Granada, Granada, Spain