Abstract:
As the title implies, this research concerned the convergence of race and culture in
school settings. How the two categories are related is a complex matter, especially in
the context of South Africa where race has played, and continues to play, a critical
role in the formation of culture. The study aimed to investigate the dynamics of
teaching and learning in racially diverse classrooms in three historically white former
Model C Schools in Ekhuruleni East District of Gauteng Department of Education
(GDE). To this end I conducted a multiple case study with Grade 8 pupils and their
teachers, with a primary intention of illuminating the challenges, attitudes and
emotions experienced by teachers and pupils, as well as the dynamics between
teachers and pupils, and among pupils. Eight questions guided the data collection
through extended on-site observation and interviews: (i) What are the experiences
and challenges of teachers and pupils in racially/culturally diverse classrooms? (ii)
How do teachers and pupils respond to these experiences and challenges? (iii) What
preparation if any, have teachers had in order to face these challenges in
racially/culturally diverse classrooms? (iv) How do teachers and pupils and pupils
and pupils from diverse race groups interact? (v) What are teachers and pupils
opinions about racially diverse classrooms?(vi) What is the significance of race to
pupils at the three schools? (vii) How is race conceptualised and lived at school? (viii)
What is the impact of the discourse of race on the lives of black pupils?
The theoretical framework of this research is situated in the field of teaching and
cultural diversity. In order to place the research questions and findings in the context
of international and local research and debate on cultural diversity in education, I
consulted a wide range of both international and local literature.
The thesis presents the main research findings, in terms of four broad themes that
cut across the research questions: Change, Subjective Reality and Assimilation;
Discourse of Blame and Cultural Deficit Discourse; Home Culture versus School Culture; Perceived Racism or Racism as a Consequence of Change. The analysed
data revealed that teachers’ were frustrated and it was evident from their subjective
reality that they were not dealing well with change. Pupils preferred homogeneous
groups rather than integrated groups thus there was little interaction between racial
groups. Hostility was evident and in some cases resulted in fights between black and
white pupils. Black pupils perceived the presence of racism among some white
teachers and pupils
This study could, despite its limitations, pave the way for far more elaborate studies
to be conducted.. Since statutory racial integration in South Africa is only ten years
old the discourse of racial diversity needs to be illuminated through extensive and
intensive research. Teachers need to address both social and educational aims
simultaneously as the findings suggest that unless teachers acknowledge and
understand diversity in their classrooms and understands the backgrounds of their
pupils; these pupils are likely to remain marginalised and desegregated schools run
the risk of not contributing to social change.
