Adaption of Transformative Education to Respect and Incorporate Cultural Diversity in South African Classrooms Through Inclusive Pedagogy
DOI:
https://doi.org/10.5281/zenodo.17068979Keywords:
Transformative, Education, Cultural Diversity, Classrooms and Inclusive PedagogyAbstract
This study investigates the adaptation of transformative education to respect and incorporate cultural diversity in South African classrooms through inclusive pedagogy. The research utilized a descriptive survey design, focusing on 300 secondary school teachers in Eastern Cape, South Africa. The sample was selected using multistage sampling techniques: 10 schools were randomly chosen, and 30 teachers from each school were selected. Data was collected through a Questionnaire on Transformative Education and Cultural Diversity in South African Classrooms (QTECDSAC), which explored teachers' practices in integrating cultural diversity, the challenges of implementing transformative education, the effectiveness of such practices, professional development needs, and the impact of inclusive pedagogy on student outcomes. The instrument was validated, and its reliability (Cronbach’s alpha = 0.83) confirmed its suitability for the study. Descriptive statistics (frequency counts, means, standard deviations, and percentages) were used to analyze the data. The findings revealed that culturally relevant teaching materials were the most commonly used practices for integrating cultural diversity, though there was considerable variation in the extent of integration. Key challenges included inadequate training in culturally responsive pedagogy and insufficient teaching resources. While transformative education was viewed as moderately effective in promoting student engagement and belonging, teachers identified workshops and multilingual classroom management training as the most beneficial strategies for adopting inclusive pedagogy. The use of inclusive pedagogy was found to positively impact students’ intercultural understanding, critical thinking, and academic performance. Recommendations include expanding teacher training on culturally responsive pedagogy, providing adequate resources, focusing on multilingual classroom management, and fostering student-centered approaches to improve intercultural understanding and academic success. Regular monitoring and evaluation of transformative practices are crucial for ensuring their effectiveness.
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