Reflections on Multicultural Educational Developments and Research in

South AfricaCHAING MAI UNIVERSITY, THAILAND

Gregg Alexander

Department Psychology of Education, Faculty of Education, University of the Free State, South Africa alexanderg@ufs.ac.za

HISTORICAL BACKGROUND . The official and formal segregation of schools along racial and

ethnic lines started in 1948 when the Nationalist Party came to power. The racial, ethnic and geographical separations in the education system led to the birth of 17 separate education departments until before 1994. In this regard, Mda (2000:44) states that these divisions is education were supported and sustained by apartheid laws like the 1950 Group Areas Act, the 1953 Bantu Education Act, the 1954 Native Resettlement Act, the Reservation of Separate Amenities Act, the Population Registration Act, the Homeland Act, and so forth. He further postulates that, before 1994 education departments were set up strictly according to race and culture:

The Department of Education and Culture: House of Assembly for whites.

The Department of Education and Culture: House of Delegates for Indians

The Department of Education and Culture: House of Representatives for coloureds and the Department of Education and Training for African, and in addition the various education departments under homeland governments.

Ruling party’s objectives Southern African Development Co-ordination Conference (SADCC) Objectives

ANC is a national liberation movement. It was formed in 1912 to unite the African people and spearhead the struggle for fundamental political, social and economic change.

The ANC's key objective is the creation of a united, non-racial, non-sexist and democratic society.

This means the liberation of Africans in particular and black people in general from political and economic bondage.

It means uplifting the quality of life of all South Africans, especially the poor.

the achievement of development and economic growth and the alleviation of poverty to enhance the standard and quality of life of the people of Southern Africa;

the evolution of common political values, systems and institutions;

the strengthening and consolidating of the historical, social and cultural affinities amongst the

people of the region; and

the achievement of collective self-reliance with a high degree of harmonisation and rationalisation between member states.

The majority of South Africa’s 350 000 educators and almost 12 million learners are concentrated in provinces (Eastern Cape, Kwazulu-Natal and Limpopo) that are predominantly rural and which include former ‘homelands’ (Chisholm, 2004). The sample province (Northern Cape) for this study, is characterized as a rural province with 96 primary schools and 45 high schools. Between 1994 and 1999, the democratic government of South Africa introduced a range of initiatives to improve access, equity and quality. The integration of schools can be viewed within the context of the latter said

TOWARDS RACIALY INTEGRATED SCHOOL SETTINGS

EXISTING REALITIES IN SA SCHOOLING

SCHOOLS IN RURAL AREAS

IMPERATIVES DRIVING INTEGRATED SCHOOL SETTINGS

Desegregated schooling

Optimal resource utilization

Challenges

Aspects not considered

Constitution, National Education Policy Act

South African School’s Act

Redress, Access, equity , quality

Management of culturalDiverse school settings

Facilitation process by education authorities

Deracilization of schools

CONCEPT CLARIFICATIONINTEGRATION: According to Khosa (2000: 2), after the 1994

South African elections, all schools were open to all children. This led to a process of black flight from black township schools to those within white, Coloured & Indian residential areas . This flight was, however only unidirectional. The influx of black learners to previously exclusively white schools led to the emergence of diverse races, cultures and religions in schools – a phenomenon for which educators had not been trained or prepared.

Soudien (2001) records the availability of very little research work done in post- apartheid South Africa on how learners are coping within their new settings, and in particular how they are dealing with integration at former white schools. There seems to be a limited understanding of the complex relationship between school and identity and that this complexity applies both to the apartheid and post-apartheid period. In other words, Soudien’s (2001) position on this situation states:

In the apartheid era, young people emerged from schools clearly marked by the experience of racial separateness. They were the whites, the Coloureds, the Africans and the Indians that the system wished them to be, but they were also more than that. The official ideology of the post-apartheid government is to promote non-racialism and a new inclusive, integrated South Africanism. The identity construction tensions in the new system, however, have not disappeared.

MULTICULTURAL EDUCATION- CONCEPT CLARIFICATION

National Association for Multicultural Education (Oakland, California) defines multicultural education:Philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity as acknowledged in various documents, such as the U.S. Declaration of Independence, Constitutions of South Africa and the United States, and the Universal Declaration of Human Rights adopted by the United Nations.  Affirms the need to prepare students (Public schools/Higher Education) for their responsibilities in an interdependent world.  Recognizes the role schools can play in developing the attitudes and values necessary for a democratic society.   Values cultural differences and affirms the pluralism that students, their communities, and teachers reflect.  Challenges all forms of discrimination in schools and society through the promotion of democratic principles . 

MULTICULTURAL EDUCATION- CONCEPT CLARIFICATION

Permeates all aspects of school practices, policies and organization as a means to ensure the highest levels of scholastic achievement for all students. 

Develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diverse groups. 

  Prepares students to work actively toward structural equality in organizations and institutions by providing the knowledge, values, skills & attitudes for the redistribution of power and income among diverse groups. 

Therefor, the school curriculum must directly address issues of racism, sexism, classism, linguicism, ageism, heterosexism, religious intolerance, and xenophobia.

Students and their life histories and experiences should be placed at the center of the teaching and learning process and that pedagogy should occur in a context that is familiar to students and that addresses multiple ways of thinking.

  Teachers and students to critically analyze oppression and power relations in their communities, society and the world.

ME therefor demands a school/HE staff that is culturally competent, and to the greatest extent possible racially, culturally, and linguistically diverse. 

Staff must be multiculturally literate and capable of including and embracing families and communities to create an environment that is supportive of multiple perspectives, experiences, and democracy. 

M E requires comprehensive school reform ME attempts to offer all students an equitable

educational opportunity, while at the same time, encouraging students to critique society in the interest of social justice

MULTICULTURAL EDUCATION

Initial purpose ??

It was only in the 1970s and the 1980s that scholars of multicultural education such as James Banks, Carl Grant, Christine Sleeter, Geneva Gay and Sonia Nieto began not only to address a system that was ill-equipped and plagued with unequal treatment of oppressed groups, but also to transform the system in order to provide equal opportunities for all learners.

Caution !!!!

North (2008:182) & Schulz (2007 29) caution us against interpretations to multicultural education and state that it should not be seen as a process focused on desegregating schools for the sake of having mix cultures or viewed as synonymous with integrated education nor should in be perceived as a set of optional extras that are embedded on the school programme and in curricula. Issues of school integration is closely linked to social justice education (North 2008: 182; Schulz 2007: 29).

RESEARCH QUESTIONS

What are the main issues and challenges pertaining to multicultural education in Northern Cape schools?

How do educators and learners engage in learning opportunities in bringing about meaning to their everyday life- and world experiences- (engaging/constructing quality education and equal opportunities for all learners) ?

What can be done to assist the staff, learners and wider school community in dealing with issues relating multicultural learning environments?

PURPOSE OF STUDY

Investigate pertinent issues and challenges relating to multicultural education in Northern Cape schools

Ascertain how educators and learners engage in learning opportunities in bringing about meaning to their everyday life- and world experiences- (engaging/constructing quality education and equal opportunities for all learners)

Assist staff complement, learners and school community in understanding and executing their roles & responsibilities in multicultural learning environments

RESEARCH PROFILE Northern Cape schools - diverse composite settings (amalgamated/integrated/ ex-

model C/ National Institution of Higher Education(NC) Mix research methods Afro-centric research paradigm with relevant, underlying theoretical models

STUDY 1: 10 AMALGAMATED SCHOOLS, REPRESENTATIVE OF THE 4 DISTRICTS OF THE NCED / A SAMPLE OF 260 RESPONDENTS DRAWN FROM A POPULATION OF 320 EDUCATORS

STUDY 2: 10 EX-MODEL C SCHOOLS WITH DIVERSE RACE POPULATIONS-

REPRESENTED OF THE 4 DISTRICTS OF THE NCED/ A SAMPLE OF 22O RESPONDENTS DRAWN FROM A POPULATION 0F 29O EDUCATORS

Ongoing smaller projects + involvement – Dikgathlong , Rietvale & Warrenvale high schools- best paper award (Michael in Dublin)

POSSIBLE RESEARCH OUTCOMES

Make substantial contribution to ME in geopraphical area+ action in practice.

Aid the evaluation of the extent in which ME has been a success in area-provide ways+ means to improve multicultural practices within schools

Clear research activities to be aligned to main objectives of study

MY CONCEPTUAL THINKING APPROACH

* An empowering school culture + social structureExamining group +labelling practices/sport participation/ staff+ learner interaction across ethic + racial lines

• Enhancement of Equity/critical pedagogies/Content integration

matching teaching styles to students learning styles-facilitate educative quality from diverse racial, cultural +social practices

• Critical Pedagogy: negotiating transformed relations between teaching, production of knowledge, structure of school and the social + material relationship between wider community & state as it relates to issues of diversity, equality , human rights & social justice

• Content integration: Using examples + content from variety of cultures to illustrate key concepts, principles, generalizations + theories in subject area + modules

*Learning + knowledge construction process (social constructivism)assisting role players in understanding learning as cultural + social practice. The issues pertaining to knowledge construction

• Anti-racist teaching approaches, stereotyping + prejudice reduction

Social contact theory –producing reciprocal knowledge +understanding

between groups / sharing of equal status/ intergroup co-operation to a common goal/ institutional support- an authority + social climate encourages intergroup contact.

AIMS OF STUDY 

To suggest a framework for enhancing school integration in historically white

schools (PHASE ONE)

RESEARCH METHODOLOGY 

Selection of respondents With regard to the sample size of the population of this research, the

researchers identified a total sample of n = 260 white educators from 10 former high schools, representative of the 4 educational districts (Francis Baardt, Siyanda, Pixley Ké Seme and Namaqua) of the Northern Cape province.

A total of 100 learners selected from these 10 former white schools were interviewed as to siege an understanding of their experience in integrated school settings.

 The research instruments  A structured questionnaire was employed to investigate the

perceptions of educators in former white schools with regard to integration. A total of 241 educators (128 male and 113 females) completed and returned the questionnaires, thus ensuring a 92.3% response rate. In this case, a very high degree of validity was ensured. In this questionnaire, Section A dealt with the biographical information of the educators, whilst a 4-point Likert scale dealt with Section B (perceptions of educators regarding integration). Educators were asked to indicate the preference for each item dealing with a specific issue/aspect related to integration as: 1- strongly agree (SA); 2- agree (A); 3- disagree and 4- strongly disagree (SD).

 

DESTRIBUTION OF TEACHERS ACCORDING AGE64.4% of teachers are 39

years and younger• Most of the educators

were trained in racially segregated training institutions, during the apartheid period and are therefore not fully trained for a cultural diverse education system.

• Additionally, these educators may find it extremely difficult to change their fixed and ingrained ways(McCray&Gracia, 2002;

Johnson, 200).

DISTRIBUTION OF EDUCATORS ACCORDING QUALIFICATION

QUALIFICATION FREQUENCY PERCENTAGE

1 B-degree 143 59,3%

2

Professional Teachers Diploma (4 years- Professional diploma or 1 year-Post graduate diploma in

Education)233 96,7%

With reference to academic and professional qualifications, most educators (59,3%) and ( 96, 7%) indicated that they were in possession of a B-degree and a teaching diploma respectively.

Teacher training and re-skilling for cultural diverse school settings are crucial

PREFERRED LANGUAGE OF TEACHING

LANGUAGE FREQUENCY PERCENTAGE

1 AFRIKAANS 190 79 %

2 ENGLISH 36 15%

Afrikaans one of South Africa’s official language- use to be the mother tongue + language of instruction for white Afrikaans speaking educators in white schools, prior to democracy (1994)

In relation to language in which it is most comfortable to teach, the majority (79 %) of respondents choose Afrikaans (one of South Africa’s official languages) and only 15% teach in English. This situation is of concern, as black learners constitute the majority at former white high schools and receive their lessons in English.

1-StronglyAgree

2- Agree 3- Disagree 4-Strongly Disagree

1 Items N % N % N % N %Arith-metic Mean

Mean

1.1

The establishment of a cultural diverse school climate is embedded in my school’s mission statement

58 24.1 103 42.7 38 15.8 42 17.4 2.504 2.00

1.2

In my school all learner racial groups are served by a cultural diverse teaching staff

19 7.8 20 8.3 85 35.3 117 48.6 2.254 2.00

1.3

Values and norms as included in my school’s code of conduct are directed at the creation of democratic citizenship

31 12.9 39 16.2 69 28.6 102 42.3 2.216 2.00

1.4Multilingualism is promoted in my school

30 12.4 27 11.2 69 28.6 115 48.0 2.538 2.00

1.5

At my school, educators make learners aware of fostering understanding for different cultures

32 13.3 39 16.2 44 18.2 126 52.3 2.373 2.00

Table 1: Perceptions of educators regarding issues/aspects relating to cultural diverse school settings(n=241)

1-StronglyAgree

2- Agree 3- Disagree

4-Strongly Disagree

Items N % N % N % N %Arit-metic Mean

Mean

1.61.6

Educators at my school Educators at my school

support a learning support a learning

environment where environment where

participative decision making participative decision making

is being appliedis being applied

6262 25.825.8 7676 31.531.5 4747 19.519.5 5656 23.223.2 2.2452.245 2.002.00

1.71.7

In the school curriculum In the school curriculum

certain important aspects certain important aspects

regarding social justice are regarding social justice are

outlinedoutlined

2323 9.59.5 4040 16.616.6 6565 26.926.9 113113 46.746.7 2.3532.353 2.002.00

1.81.8I have lower academic I have lower academic

expectations for my black expectations for my black

learnerslearners7979 32.832.8 2929 12.012.0 5151 21.221.2 8282 34.034.0 2.3492.349 2.002.00

1.91.9

I don’t see why I should I don’t see why I should

change my teaching style change my teaching style

because I view it as being because I view it as being

effective for meeffective for me

6565 26.926.9 9595 39.539.5 3838 15.815.8 4343 17.817.8 2.2432.243 2.002.00

1.101.10I make an effort to learn I make an effort to learn

about the cultures of my about the cultures of my

black learnersblack learners2424 10.010.0 3737 15.415.4 5050 20.720.7 130130 53.953.9 2.3482.348 2.002.00

1-StronglyAgree

2- Agree 3- Disagree 4-Strongly Disagree

Items N % N % N % N %Arit-metic Mean

Mean

1.111.11

Black learners tend to be more Black learners tend to be more

withdrawn than white learners withdrawn than white learners

during group work and other during group work and other

class activitiesclass activities

6868 28.228.2 7070 29.129.1 4747 19.519.5 5656 23.223.2 2.2452.245 2.002.00

1.121.12

I use strategies such as I use strategies such as

cooperative learning to enhance cooperative learning to enhance

interaction in classinteraction in class 2727 11.311.3 4545 18.718.7 6363 26.126.1 106106 43.943.9 2.3532.353 2.002.00

1.131.13

I draw on black learnersI draw on black learners

life-and world experiences during life-and world experiences during

lesson presentationlesson presentation 7979 32.832.8 3939 16.116.1 4141 17.017.0 8282 34.134.1 2.3492.349 2.002.00

1.141.14

I am able to interpret customs and I am able to interpret customs and

non-verbal behaviour (actions) non-verbal behaviour (actions)

of black learnersof black learners6565 26.926.9 9595 39.539.5 3838 15.815.8 4343 17.817.8 2.2432.243 2.002.00

1.151.15

I am aware of the socio-economic I am aware of the socio-economic

background and communities background and communities

from which my black learners from which my black learners

come fromcome from

3434 14.214.2 2727 11.211.2 6060 24.924.9 120120 49.749.7 2.3482.348 2.002.00

1-StronglyAgree

2- Agree 3- Disagree 4-Strongly Disagree

Items N % N % N % N %Arit-metic Mean

Mean

1.161.16

I find it more comfortable to I find it more comfortable to

teach learners from my own teach learners from my own

cultureculture6868 28.228.2 7373 30.230.2 4545 18.618.6 5555 22.822.8 2.2452.245 2.002.00

1.171.17

I do make an effort to reduce I do make an effort to reduce

cultural prejudice and cultural prejudice and

stereotyping of black people stereotyping of black people

found in text books and society found in text books and society

at largeat large

2020 8.28.2 3838 15.815.8 6161 25.325.3 122122 50.750.7 2.3532.353 2.002.00

1.181.18

The failure rate tend to be higher The failure rate tend to be higher

amongst black learners in my amongst black learners in my

classclass 8989 36.936.9 3131 12.912.9 4141 17.117.1 8080 33.133.1 2.3492.349 2.002.00

1.191.19

Parents of black learners are less Parents of black learners are less

involved in the activities of their involved in the activities of their

children than white parentschildren than white parents6565 26.926.9 9595 39.539.5 3838 15.815.8 4343 17.817.8 2.2432.243 2.002.00

1.201.20I need to empower myself in I need to empower myself in

issues of diversity, human issues of diversity, human

rights and inclusivityrights and inclusivity2727 11.211.2 3434 14.114.1 5858 24.124.1 122122 50.650.6 2.3482.348 2.002.00

QUESTIONS DIRECTED TO LEARNERS YES%

NO%

MAIN ISSUES EMANATINGFROM RESPONSES

1. Did you have expectations of the school you attending currently? 82 18

High academic standards

2. Do racial incidents often occur at your school ? 56 44 Perceptions

3. Are learners, irrespective of their cultural background treated the same in your school ?

40 60

Cultural misunderstandings, biases & stereotyping

4. Do you think that the enrollment of non-white learners in former white schools led to a drop in standards?

48 52Difficulty in communication and understanding

5. Are black learners more withdrawn than white learners during group work and other class activities ?

57 43Limited interaction on social and academic level

Table 2: Experiences of learners regarding issues/aspects relating to cultural diverse school settings (n=100)- Qualitative interpretation of results

QUESTIONS DIRECTED TO LEARNERS YES%

NO%

MAIN THEMES EMANATINGFROM RESPONSES

6. Do educators use experiences of learners during lesson presentation 37 63

Unawareness to life world and world view

7. Are your need for belonging met by your school ? 23 77

Eurocentric school culture / Referrals to ‘us’ and ‘them’

8. Do you think that white educators in former white schools are more committed than those teaching in townships and non-white areas ?

66 34Educator strikes and absenteeism

9. Do you find living in a non-white area / township having a direct effect on your academic performance?

46 54Lack of facilities and resources

10. If you could choose, would you prefer to attend a historically non-white school? 32 68 Good pass rates

SUGGESTED FRAMEWORK FOR A STAFF DEVELOPMENT PROGRAMMME FOR SCHOOLS

LEVELS DESCRIPTION ASPECTS FOR TRAINING

STRUCTURE/STRATEGY MOTIVATION

Organizational General managerial aspects within the school to understand the vision, mission and aims of the school

-Cultural diversity-Multicultural education-Change management-School + class effectiveness-Staff development -Management determinants (conflict management/prob.solving/decision making /communication)-Management tasks (planning/control/guidance-Educator &curriculum development-Whole school development process

-Race awareness programmes-Anti-racist training techniques-Policy guidelines for the management of cultural diversity-Facilitation of change management- Development plansSchool Governing Bodies- Management strategies-School counselorSenior management teams-Departmental subject teams-Staff dev. committee-Curriculum committee-Learner support committee

-The awareness, orientation and empowerment of School Management Teams and educators in issues which can benefit school integration processes

FRAMEWORK FOR A STAFF DEVELOPMENT PROGRAMMME FOR SCHOOLS

LEVELS DESCRIPTION ASPECTS FOR TRAINING

STRUCTURE/STRATEGY MOTIVATION

Teaching and Learning Practices

contextualizationof teaching learning practices and classroom practices within a multicultural teaching context

-Lesson presentation-Assessment methods-Teaching-learning techniques-Instructional leadership-Teaching development-Teaching methods-Curriculum development

- Classroom observation-Co-operative learning techniques-Curriculum committee-Peer coaching-Mentorship-Teacher support groups-Curriculum committee

-Awareness, expansion and implementationof aspects(cultural diversity, multiculturaleducation, solidarity, etc.) as key mechanism for effective classroom practices

LEVELS DESCRIPTION ASPECTS FOR TRAINING STRUCTURE/STRATEGY MOTIVATION

Learner support

All inclusive support and intervention within a heterogenic learner population

-Learnerleadership development-Leader characteristic skills-Management skills- Conflict management-Problem solving-Human relations-Cultural diversity-PrejudicesDebates-stress management-Race awareness

-Representative Council of Learners -Learner leadership development programme- Youth programmes- Life orientation- Learner support services- Cultural diversity-Character and values- Debating- School counselor

-Awareness, orientation, induction and trainingprogrammes- Reinforcement and facilitation of processes and mechanism-

LEVELS DESCRIPTION ASPECTS FOR TRAINING

STRUCTURE/STRATEGY MOTIVATION

Parent and community structures/ SGB/CBO’s/ LocalGovernment/Business organizations

Interactive parent- and communitystructures striving towards co-operation, participative decision making and good human relations

-Parental recruitment-Community and parental involvement-Cultural diversity-Race awareness and anti-racism training sessions-Multicultural teaching-Cultural diversity-Teacher support-Change management-Life skills development-Roles and responsibilities

- Teaching, management and developmental training team-Education Department-NGO’s- CBO’s- Subject advisors- School dev. Officers-Educational support services-Human resource management services- Psychological services-School management teams-Community Development organizations

-The awareness, orientation, induction and training programmes and sessions

-Reinforcement and facilitation of processes

-Implementation of structures

SURVEY WITH QUALITATIVE RESPONSES (n=100) With reference to table 2, questions in which the majority of learners

were in agreement (yes responses) were: expectations of school where attending (82%); occurrence of racial

incidents(56%); withdrawn from group work and class activities (57%) and more committed educators (66%). The occurrence of racial incidents in cultural diverse school settings raises concern as one would think that South Africa’s first democratic elections were held in 1994- surely education authorities should make a concerted effort in delimiting racial incidents in rural integrated school settings. Another issue, reflecting a majority response (57%) is that of black learners being more withdrawn than white learners during group work and class activities.

Questions in which the majority of learners were in disagreement (no responses) were: learners from diverse cultural backgrounds treated the same (60%);

enrollment of non-white learners led to a drop in standards (52%); educators use experiences of learners during lesson presentation (63%); need for belonging met by your school (77%); living in a non-white area / township having a direct effect on your academic performance (54%) and preference to attend a historically non-white school (68%).

RECOMMENDATIONS Erasmus and Ferreira (2002) - change of attitude , rather than only the

acquisition of knowledge about other cultures. Integration of learners into cultural diverse school settings should not

only be treated as a series of isolated experiences –process to be facilitated by education authorities ( curriculum development, multicultural education, school management , educator orientation).

Educator training should incorporate cultural awareness, knowledge and skills as part of the educator’s course

Modules and courses on cultural diversity should be made compulsory in teacher-training programmes at institutions of higher learning

Initial focus should be on persuading student teachers to actively assess their perceptions of learners from diverse socio-cultural backgrounds

All educators be provided with adequate, appropriate and effective training and guidance in all the aspects relating to school integration

Madison-Colmore and Collins (2005) advise that learners should become acclimatised to content on diversity through the early exploration of issues of diversity and self-reflective activities. Equipping the school management teams integrated rural school settings with the necessary strategies to celebrate this diversity

Educators, especially in former white schools, need to understand how the ascribed characteristics of culture, race and class may influence their understanding + teaching of black learners during the learning process