Initial teacher education for managing diversity in South African schools: A case study

Abstract

Desegregation of South African schools has presented teachers with new challenges. The inclusion of multicultural education in teacher education programmes is essential to equip teachers in this context but multicultural education tends to treated as an elective or a topic in a particular course. This article examines this problem through a case study of selected initial teacher education programmes at the largest national provider, the University in South Africa, using qualitative data gathering methods. The study is framed by theoretical approaches to diversity, in particular, Castagno’s typology. Findings indicate that dedicated modules in multicultural education in initial teacher education suggest that the goals of multicultural education are achieved to some degree. However, the curriculum primarily fits the categories of cultural understanding and human relations. More effective programmes should expand to include social justice multiculturalism and should link directly to students’ experiences in teaching practice.