Literature is based on the historical background of multicultural education and outlines the concept of culture, equality and multiculturalism. This study aims to build on the new direction in education and makes numerous strategic recommendations for a new approach to multicultural education in South Africa.
Introduction and rationale of the study
Statement of purpose
- Early education
- Resistance to apartheid education
- People's education
- Department of education and culture House of Delegates (HOD)
The researcher will also interview two different union members, five board members and an official from the education department. As a result of the Soweto uprising and the economic crisis, the government commissioned the Human Science Research Council to carry out a study on the state of education in South Africa.
Desegregation in other countries
.National Education Policy Act, 1996 and South African Schools Act, 1996 Language in Education Policy, 1997 and all policy documents promoted racial integration. It has been argued that South Africa needs to learn from other countries due to similar demographics.
Culture
- Nature of culture
- Dynamics of social transformation
- The pillars of culture
- Goals of multicultural education
- Opportunities and dangers in multicultural education
Squelch (1991) argues that multicultural education is one of the critical issues facing educators in culturally diverse societies such as South African society. In South Africa, the demand for multicultural education arose from the struggle against segregation and apartheid education.
Bili~gual education
- School curriculum
- Education for empowerment
- The need for academic excellence and equity
- The existence of multiethnic society
- The existence of an interdependent world
The policy needs many aspects of the organization and management of school: such as staff development, supervision of language teachers, school-based research, support and advisory services of the department of education, the role of parents, participation of minority groups in school management. avoidance of racial discrimination, bilingualism and first language. The curriculum is also an indication of the school's commitment to prepare its learners for the global society.
Conclusion
An exploration is presented of the type of research undertaken and a brief history is provided. At the time of the research, the Department of Education was in the process of restructuring.
Methodological approach
Qualitative research methods "were used most appropriate to the "aim and purpose of the study. These questions allowed the researcher to understand the needs of the respondents and gain clarification on their answers.
Semi-structured interviews
Strengths of the interviews
The researcher used the skill of interviewing to enable the respondents to provide in-depth information and shed more light on the responses to the questionnaire. In this study, the respondents may have suspected that the investigator wanted to spy on them.
Non participant observation
In the context of the current study, the interaction between students and educators will be observed. During the observations nothing will change and teachers will be assured that these observations have nothing to do with the culture of learning and teaching in a multicultural classroom.
Photographs
Observation of selected sites helps investigators discern ongoing behavior as it occurs (Cohen and Manion The longer the researcher observes, the more likely the subject is to forget its presence and is more likely to behave naturally.
Questionnaires
The second part of the study required questionnaires to be completed by the principle, educators and learners. The researcher personally distributed the questionnaires with a cover letter to the principle of the primary schools.
Ethical considerations
A fixed date was agreed, followed by confirmation of the date, time and location. The advantage of this method of analysis is that one can make references to some of the key issues that arise in most schools, which can be an important basis for future research.
Reliability and validity of data
This research consisted of a qualitative and quantitative investigation of the experiences and challenges of the school in Ethekwini and Ilembe district. It is important to note that when reporting on qualitative data, much of the discussion usually takes place in the results section (Creswell, 1994).
Data sources
Non-participation and observation
Some of them do not understand the lesson while some of the students lack conceptual skills. The report Values, Educators and Democracy, an initiative of the Minister of Education, Professor Kadar Asmal, identifies six core values of great relevance to education in South Africa (Educators Voice 2002).
Sealed questionnaires
The researcher believes that these racial incidents are the result of a lack of cultural tolerance. The public must be aware so that they can devise methods to deal with racial incidents (Mda and Mothatha 2000: 14).
Principles' questionnaire
The fmdings of principal questionnaire
The gender legacy
The lack of women in high leadership positions in the education system is evidence of gender discrimination, which has included all levels of public services. The focus on women has perpetuated a stereotype that women are not fit to hold high positions in the education system.
School A
- Policy to eliminate racism
- Discipline
- Language
- Difficulties/problems educators experience
- Improving teaching-learning situations
It is clear from the main sample that past educational management practices reflect broader discriminatory trends in society as a whole. An individual's behavior is analyzed and addressed by the class teacher. If it is a serious offense, the parent will be involved.
School B
- Policy to eliminate racism
- Discipline
- Difficulties/problems educators experience
- Improving teaching -learning situations
It is clear that the majority of students are black and the school does not cater for whites and Indians. It is clear that teachers need training and development of their skills in dealing with diverse students.
School C
- Policy to eliminate racism
- Discipline
- Language
- Difficulties/ problems educators experience
- Improving teaching- learning situations
The researcher also found out that educators do experience problems when teaching linguistically diverse learners. It is clear that this school has rules and codes of conduct for learner discipline.
School D
- Policy to eliminate racism
- Discipline
- Language
- Difficulties/nroblems educator's experience
- Improving teaching and learning situation
The stated client for the classes is too large and does not allow for the desired individual attention. Although the overall position is very positive, it must be taken into account that the interests of the school are best served and efforts are made to ensure its development.
School E
- Policy to eliminate racism ,
- Discipline
- Language
- Difficulties/problems educators experience
- Improving teaching and learning situations
- Teaching resources
- How to resolve conflicts amongst diverse learners
- Promote tolerance through diversity
It is clear from table 4.15.5 that most of the respondents 50 (100%) are not professionally trained to deal with culturally diverse classes. When asked about the teaching strategies educators use, it was clear from the response that most educators use group instruction and classroom teaching.
Learners' questionnaire
- Composition of learner sample by colour
- Learners home language
- Home environment of learners
- Parental involvement in learners' education
- Resources learners prefer
When asked how they came to know their school, some respondents gave the following reasons: This implied a belief that some students do not have the resources to do so.
Conclusion
Assimilation has been described by Giddens as "the acceptance of a minority group, where the group takes on the values and norms of the dominant culture" (as cited by Todd, 1993). Assimilation is a first step from segregated schooling~ A study conducted by Skuy and Vice (1996) on attitudes towards integration in South Africa found that 59% of teachers were positive about the racial integration of schools, while 41% had negative views of the prospect to integrated schools.
Integration and desegregation
Education was seen as the primary factor in helping them fit into the existing white society. It is considered a one-way process because the ethnic minority passively changes and conforms while the majority has the power to tolerate, reject or accept the assimilated ethnic minority.
Effects of integration on learners
Effects of integration on educators
Racism
Racism is not a matter of black or white on the streets and racism is still a reality in schools. The researcher believes that racism is not a passing phenomenon that will gradually disappear over the years.
Prejudice
Prejudice reduction
In the context of curriculum strengthening, the researcher believes that teaching activities and content planning are directly aimed at transmitting to students as part of the formal education process. It is also one that is conducive to both intellectual and social growth within this context, the researcher further argues that teachers' attitudes and behavior and their approaches to learning are a critical variable. In the classroom, the ethos of the school should embrace every objective.
Self concept theory
Development of the self
Socialization
Only symbolic interaction and social phenomenology will be considered for the significance of the study. The researcher believes that once students are labeled, they are relabeled in the same way.
Language and learning
- Early language
- Language and thought
- Language policies
The researcher believes that learners should be given the opportunities to develop language in all areas. The researcher believes that the languages of learning and teaching, the rights and duties of the school.
Conclusion
Chapter 2, Act 15(1) of the Constitution states, “Everyone has the right to freedom of conscience, religion, the responsibility of the state given by God is public justice or impartial justice for all the inhabitants of the country.
Religious education
Education is a collective technique which a society uses to teach its youth about the values and achievements of the civilization within which it exists. In the framework of religious education, it is a process that results in the growth of the intellectual, moral, spiritual and aesthetic conditions of the human personality towards God.
Religion and culture
The researcher believes that formal education is a system of planned and interconnected teaching and learning experiences, which are designed to bring about the desired behavioral changes in the student. Therefore, religious education is seen as a process where a situation is deliberately structured to modify the student.
Key features of religion education
Some describe education as the transfer of culture, others as shaping young people according to the patterns of adults. Cox 1966: 56) as value transmission systems, religions are key resources for clarifying the ethics of morality and enhancing respect for others. \In the educational system, the important process of imparting moral values can be strengthened by teaching and learning about religions. and other value systems.
The teacher of religion education
Functional commitment
Third, one way in which religious education can justify itself on a utilitarian criterion is by claiming that it provides practical guidance for behavior and produces moral behavior. Cox 1966:56) as systems for the transmission of values, religious are key sources for clarifying moral ethics and building respect for others. In the educational system, the important process of transmitting moral values can be intensified through teaching and learning about religious and other value systems.
The teaching of religion education
The researcher believes that higher education institutions should adequately train future teachers by introducing teacher education programs into the curriculum, therefore cooperation between universities and schools goes beyond teacher training. There should be more interest partnership and involvement of religious education departments in teacher education.
Learning religious education
The learner of religion
The teacher has little control over the aspects of the external environment that affect students. This aspect of the environment can be largely structured and controlled by the teacher.
Conclusion
- Educators' teaching strategies and change
- Empowering school culture
- Parental involvement
- The challenges that face African learners
- School management team (SMT)
- Religion education '\\
To address the problem of truancy, a working, acceptable destination is needed.' The causes of chronic absenteeism and truancy can be placed into two broad categories: external-related causes and school-related causes. The schools are different at the beginning of the year. the end of the year.
Bibliogral!.!!Y
Journal Articles
News Paper Articles
L. NTUU REGIONAL
All information received will be strictly confidential and used only for research purposes without identifying individuals. The questionnaire along with the interviews are part of the thesis that I must submit to fulfill the degree requirements.
The challenges 0 f lTIU Iticu ItuI~al education
University of Durban lVestville
PROFESSIONAL QUALIFICATION
WHITE
RESEARCHER: Sungeetha Govender
GENDER
HOME LANGUAGE
I 1.2.2 Group Project ,
RESEARCHER: Soogeetha GoVenGEr
University of Durban WestvUle
