List of Titles

Implementation of multicultural education by high school teachers in multicultural classrooms in selected schools-Eastern Cape Province, South Africa

- Matshikiza, Siphokazi, Luggya, S K

Authors: Matshikiza, Siphokazi , Luggya, S K
Date: 2019
Subjects: Multicultural education -- Eastern Cape -- South Africa Culturally relevant pedagogy -- Eastern Cape -- South Africa
Language: English
Type: Thesis , Doctoral , PhD (Education)
Identifier: http://hdl.handle.net/10353/11352 , vital:39064
Description: This study deals with the implementation of Multicultural Education by High School Teachers (HST) in multicultural classrooms in selected high schools in Chris Hani West District of Education, Eastern Cape Province, South Africa. The purpose of the study was to explore the implementation of ME by HST in multicultural classrooms. The study was located in an interpretivist paradigm, which enabled the researcher to obtain data directly from the subjects themselves, by sitting with the participants and hearing their views, voices, perceptions, opinions, interpretations and expectations with regard to the implementation of Multicultural Education (ME) in High Schools. Case study research design was adopted in the study in order to get in-depth information about what is happening in schools. Purposive sampling strategy was used by the researcher to select individuals who could offer an authentic account of the phenomenon under study. The researcher collected data, which were qualitative in nature utilising basic semi- structured face- to- face interviews, focus groups, classroom observations and document analysis. The data were collected and analysed inductively for the themes and patterns to be derived. The study revealed that ME approach is being implemented by some of the teachers in the selected schools however, there were challenges encountered. According to the findings of the study, it was revealed that teachers did not receive training from the Department of Education on how to implement ME approach at the schools. It was also found that teachers were empowered only with different types of prescribed textbooks and the guidelines on the course content in their learning.The study recommends that ME should be part of the curriculum for in-service teacher training. The school policy framework should enforce and regulate the practice of ME by the HST. In this regard, teachers need to be well equipped to be able to implement ME effectively. Therefore, the classroom strategies and interventions need to be created to provide equal learning opportunities for all diverse learners from different backgrounds with different learning needs in the multicultural classrooms. However, the Department of Education should organise workshops and seminars for the teachers to be able to implement ME effectively in the classrooms. v Furthermore, the Department should ensure that the content of the books that the publishers select for the learners do incorporate ME throughout the topics and themes of the books. Adequate resources should be provided for both learners and teachers for the successful implementation of ME. Parents should be involved for new developments and curriculum transformation in the school level as vital stakeholders. This should encourage the ownership of the education process by everybody involved to yield positive outcome. Language policy on the curriculum should be revisited for all the learning areas except the learners’ mother tongue. This could make the learners understand the content of their relevant learning areas easily. Therefore, teachers need to shift from old approach to the new approach to meet and be able to address the needs of the learners effectively. Support and monitoring should be rendered by the Department of Education for the successful implementation of ME.
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Date Issued: 2019

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