Thirteenth Global Studies Conference

Abstract

The changing demographics in South Africa require a change in pedagogy due to the diverse nature of educational institutions. This study addressed the effectiveness of cultural competence against cultural humility in promoting culturally responsive educational settings. Cultural competence emerged in the 1980s in America. Cultural humility involves an ongoing process of self-exploration, with a willingness to learn from others. It means entering a relationship with another person with the intention of honouring their beliefs, customs, and values. The research draws on a qualitative case study conducted in two multicultural schools. Participants were 2 principals, 42 teachers and 68 learners. The sample represented all races, including gender and age appropriateness. Data were collected through semi-structured interviews and observations. The study was guided by the Critical Consciousness Theory of Paulo Freire. Critical consciousness posits that the thinking subject does not exist in isolation but, rather, in relationship to others in the world. Findings indicated that there is a paradigm shift from cultural competence to cultural humility. Principles such as critical self-reflection, respect for difference, reducing power differentials, building partnerships, and learning from learners which emerged during data analysis formed the basis of anti-oppressive practice in education. In contrast, the concept of cultural humility takes into account the fluidity of culture and challenges both individuals and institutions to address inequalities. A longitudinal study, involving more participants is recommended.