Abstract

Schools in South Africa are a microcosm of our polarized society, in which there is a general lack of tolerance and patience. The politics of power over the weak is rife and frustrating to the learners who feel subjugated. This article will rely heavily on a literature review on the culturally responsive pedagogy as a possible solution to this general polarity. The focus will be on the South African situation. The approach will be to use the Culturally Relevant Pedagogy to try and understand the situation and provide solutions to the malady. Teacher training should be geared toward Culturally Relevant Pedagogy, to combat the effects of cultural domination in schools.