Abstract
The aim of this study is to promote culturally responsive practices in South Africa. The need for culturally responsive teaching is more pressing than ever before, especially when you consider the deep demographic gaps between teachers and students in South African schools. Research has shown that the key to help students to succeed in diverse settings is to relate teaching content to their cultural backgrounds and not assimilation. Teaching that ignores the cultural background of students limits the learning of students and provokes resistance, while teaching that is responsive to the culture of students prompts involvement and success. A phenomenological design was used in data analysis, interpretation and description of how participants experience the practices of culturally responsive teaching in schools. Using nonprobability sampling methods, 40 teachers as participants were purposively and conveniently selected. Data was then collected using the modified Zimmerman and Weider’s Diary-Interview method. Participants were commissioned to keep a record over time according to the thought-triggers which were then used subsequently for intensive interviewing. The questions for intensive interviewing were individually generated after inspection of each diary. Findings reveal that schools in South Africa are not yet culturally responsive. Several reasons for the failure were given by participants, ranging from confusion with practice, lack of training and guidance, implicit bias, and lack of cultural competence and humility. Finally, critical comments were developed that can be used by schools to be more culturally responsive.
Presenters
Zelma MokobaneLecturer, Humanities Education, University of Pretoria, Gauteng, South Africa
Details
Presentation Type
Theme
KEYWORDS
DIVERSITY, ASSIMILATION, CULTURALLY RESPONSIVE TEACCHING
