Thesis (DTech (Education))--Cape Peninsula University of Technology, 2009 / This study explores how fifty primary school teachers in the Cape
Peninsula, South Africa understand the concept diversity and how they
indicate that they manage diversity in their classrooms.
The study locates the discussion on diversity and classroom practice
within the context of socio-political change in South Africa. Classrooms in
South Africa today encompass an array of races, languages, traditions,
belief systems and religions. This reflects a shift from the apartheid past
where leamer populations were more homogenous. With this shift in
leamer demography, teachers face multiple and complex issues that may
challenge many of their educational practices and assumptions.
The key theoretical concepts underpinning this study were those of critical
pedagogy and critical multiculturalism. These concepts were deemed
appropriate because of the location of the study within a framework of
social justice.
Qualitative research was employed in the collection of the data. Teachers'
understanding of diversity and their accounts of how they manage
diversity were explored through questionnaires, interviews and a focus
group discussion.
The study showed that diversity was understood by the teachers in the
study as an all-encompassing concept underscored by notions of social
justice, multiculturalism and leaming styles. The study drew attention to
the interconnectedness of race, socio-economic factors, language,
religion, learning styles and resources as the main issues that teachers
confront in the classrooms. These issues are common across the former
racially-based departments of education; however different social
conditions led to different issues being prioritized by the teachers.
Teachers acknowledged the importance and need to incorporate diversity
issues into their learning areas and daily classroom practice to improve
the life chances of learners. They indicated that, despite policy changes
supporting diversity education, they had not been formally prepared for
their new roles. On the whole, they managed diversity through multiculturalism,
social activities, assimilation and a caring approach.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cput/oai:localhost:20.500.11838/1973 |
| Date | January 2009 |
| Creators | Alexander, Wayne Don |
| Publisher | Cape Peninsula University of Technology |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-sa/3.0/za/ |
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