Teaching and Learning in Racially/Culturally Diverse Classrooms in a Post-Apartheid South Africa

[摘要] As the title implies, this research concerned the convergence of race and culture inschool settings. How the two categories are related is a complex matter, especially inthe context of South Africa where race has played, and continues to play, a criticalrole in the formation of culture. The study aimed to investigate the dynamics ofteaching and learning in racially diverse classrooms in three historically white formerModel C Schools in Ekhuruleni East District of Gauteng Department of Education(GDE). To this end I conducted a multiple case study with Grade 8 pupils and theirteachers, with a primary intention of illuminating the challenges, attitudes andemotions experienced by teachers and pupils, as well as the dynamics betweenteachers and pupils, and among pupils. Eight questions guided the data collectionthrough extended on-site observation and interviews: (i) What are the experiencesand challenges of teachers and pupils in racially/culturally diverse classrooms? (ii)How do teachers and pupils respond to these experiences and challenges? (iii) Whatpreparation if any, have teachers had in order to face these challenges inracially/culturally diverse classrooms? (iv) How do teachers and pupils and pupilsand pupils from diverse race groups interact? (v) What are teachers and pupilsopinions about racially diverse classrooms?(vi) What is the significance of race topupils at the three schools? (vii) How is race conceptualised and lived at school? (viii)What is the impact of the discourse of race on the lives of black pupils?The theoretical framework of this research is situated in the field of teaching andcultural diversity. In order to place the research questions and findings in the contextof international and local research and debate on cultural diversity in education, Iconsulted a wide range of both international and local literature.The thesis presents the main research findings, in terms of four broad themes thatcut across the research questions: Change, Subjective Reality and Assimilation;Discourse of Blame and Cultural Deficit Discourse; Home Culture versus School Culture; Perceived Racism or Racism as a Consequence of Change. The analyseddata revealed that teachers’ were frustrated and it was evident from their subjectivereality that they were not dealing well with change. Pupils preferred homogeneousgroups rather than integrated groups thus there was little interaction between racialgroups. Hostility was evident and in some cases resulted in fights between black andwhite pupils. Black pupils perceived the presence of racism among some whiteteachers and pupilsThis study could, despite its limitations, pave the way for far more elaborate studiesto be conducted.. Since statutory racial integration in South Africa is only ten yearsold the discourse of racial diversity needs to be illuminated through extensive andintensive research. Teachers need to address both social and educational aimssimultaneously as the findings suggest that unless teachers acknowledge andunderstand diversity in their classrooms and understands the backgrounds of theirpupils; these pupils are likely to remain marginalised and desegregated schools runthe risk of not contributing to social change.

[发布机构] University of the Witwatersrand