Beyond One-Size-Fits-All Approach: Teaching Multicultural Classrooms in South African Schools
Teaching diverse student populations with varying cultural, linguistic, and experiential backgrounds is fraught with opportunities and challenges. In this paper, we examined the prospects and complexities in teaching multicultural classes and how teachers’ competencies could be improved. This concep...
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| Format: | Article |
| Language: | English |
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The International Academic Forum
2024-12-01
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| Series: | IAFOR Journal of Education |
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| Online Access: | https://iafor.org/journal/iafor-journal-of-education/volume-12-issue-3/article-2/ |
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| author | Pfuurai Chimbunde Boitumelo Benjamin Moreeng |
| author_facet | Pfuurai Chimbunde Boitumelo Benjamin Moreeng |
| author_sort | Pfuurai Chimbunde |
| collection | DOAJ |
| description | Teaching diverse student populations with varying cultural, linguistic, and experiential backgrounds is fraught with opportunities and challenges. In this paper, we examined the prospects and complexities in teaching multicultural classes and how teachers’ competencies could be improved. This conceptual paper uses the case of South Africa to respond to two questions: What are the opportunities and challenges in teaching multicultural classes and how can teachers’ proficiencies be enhanced? Using document analysis, the study deploys Gay’s (2000) cultural responsiveness theory which argues that teachers must understand and value the diverse cultural backgrounds of learners and adapt teaching practices to meet their needs. Understanding the possibilities and complexities that teachers face in their teaching could unlock new avenues in teacher-education programmes. Findings replicate that while teaching multicultural classes is crucial for nationwide integration, teachers lack the necessary training and preparation to teach multicultural classes, hence have limited pedagogical approaches and face communication and classroom management challenges. Considering these findings, the paper suggests a re-look to redefine teacher training and recommends employing professional learning communities to augment existing teacher competencies. The study contributes to discourses on how teachers’ practices can be recalibrated to suit the educational needs of diverse learners. |
| format | Article |
| id | doaj-art-0483f66e90ef43d480ec0ba47bcfb534 |
| institution | Kabale University |
| issn | 2187-0594 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | The International Academic Forum |
| record_format | Article |
| series | IAFOR Journal of Education |
| spelling | doaj-art-0483f66e90ef43d480ec0ba47bcfb5342025-01-10T02:05:51ZengThe International Academic ForumIAFOR Journal of Education2187-05942024-12-01123415710.22492/ije.12.3.02Beyond One-Size-Fits-All Approach: Teaching Multicultural Classrooms in South African SchoolsPfuurai Chimbunde0Boitumelo Benjamin Moreeng1University of the Free State, South AfricaUniversity of the Free State, South AfricaTeaching diverse student populations with varying cultural, linguistic, and experiential backgrounds is fraught with opportunities and challenges. In this paper, we examined the prospects and complexities in teaching multicultural classes and how teachers’ competencies could be improved. This conceptual paper uses the case of South Africa to respond to two questions: What are the opportunities and challenges in teaching multicultural classes and how can teachers’ proficiencies be enhanced? Using document analysis, the study deploys Gay’s (2000) cultural responsiveness theory which argues that teachers must understand and value the diverse cultural backgrounds of learners and adapt teaching practices to meet their needs. Understanding the possibilities and complexities that teachers face in their teaching could unlock new avenues in teacher-education programmes. Findings replicate that while teaching multicultural classes is crucial for nationwide integration, teachers lack the necessary training and preparation to teach multicultural classes, hence have limited pedagogical approaches and face communication and classroom management challenges. Considering these findings, the paper suggests a re-look to redefine teacher training and recommends employing professional learning communities to augment existing teacher competencies. The study contributes to discourses on how teachers’ practices can be recalibrated to suit the educational needs of diverse learners.https://iafor.org/journal/iafor-journal-of-education/volume-12-issue-3/article-2/challenges and opportunitiesmulticultural classroomsprofessional learning communities; teachers’ competenciessouth africa |
| spellingShingle | Pfuurai Chimbunde Boitumelo Benjamin Moreeng Beyond One-Size-Fits-All Approach: Teaching Multicultural Classrooms in South African Schools IAFOR Journal of Education challenges and opportunities multicultural classrooms professional learning communities; teachers’ competencies south africa |
| title | Beyond One-Size-Fits-All Approach: Teaching Multicultural Classrooms in South African Schools |
| title_full | Beyond One-Size-Fits-All Approach: Teaching Multicultural Classrooms in South African Schools |
| title_fullStr | Beyond One-Size-Fits-All Approach: Teaching Multicultural Classrooms in South African Schools |
| title_full_unstemmed | Beyond One-Size-Fits-All Approach: Teaching Multicultural Classrooms in South African Schools |
| title_short | Beyond One-Size-Fits-All Approach: Teaching Multicultural Classrooms in South African Schools |
| title_sort | beyond one size fits all approach teaching multicultural classrooms in south african schools |
| topic | challenges and opportunities multicultural classrooms professional learning communities; teachers’ competencies south africa |
| url | https://iafor.org/journal/iafor-journal-of-education/volume-12-issue-3/article-2/ |
| work_keys_str_mv | AT pfuuraichimbunde beyondonesizefitsallapproachteachingmulticulturalclassroomsinsouthafricanschools AT boitumelobenjaminmoreeng beyondonesizefitsallapproachteachingmulticulturalclassroomsinsouthafricanschools |