Diversity and inclusion in rural South African multigrade classrooms

ABSTRACT

Inclusion and diversity are the important factors to consider in teaching contexts which aim to provide quality and relevant education to all learners. Teachers need to ensure that they design learning experiences that are responsive to learners’ individual differences and learning styles. This is particularly true in the multigrade context, where learners are at various age and ability levels. The study on which this article is based, aimed to explore the practices which teachers in multigrade classrooms employ and how effective they are in ensuring inclusivity and diversity. A qualitative multi-case study design was employed, with observations and semi-structured interviews serving as data collection instruments. Multigrade primary schools from two districts in the North West province in South Africa participated in the study. Data were analysed using themes. The findings reveal that while the participants used differentiation of assessment and same-grade grouping, class size seemed to be an inhibiting factor in the provision of inclusive classroom activities. Furthermore, the study found that teachers relied heavily on teacher-centred methods, while insufficient resources for effective teaching in a multigrade teaching context compounded this problem. The author recommends that inclusive pedagogies take centre stage in teacher training programmes. In addition, initial teacher training needs to be reviewed to include diversity management and inclusive classrooms. Teachers must possess a repertoire of instructional strategies if they are to meet the needs of the diverse learners in their classrooms.

KEYWORDS:

• Differentiation
• diversity
• inclusion
• instructional strategies
• multigrade

Acknowledgements

The research reported here was supported by a grant from the National Research Foundation (NRF) of South Africa (grant no. 99369).

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Matshidiso Joyce Taole is a professor at the University of South Africa, in the Department of Curriculum and Instructional Studies. She has presented papers at local and international conferences in the field of curriculum development and implementation, multigrade teaching and professional development. Aside from being a member of various academic associations, she is also the associate editor of the African Journal of Pedagogy and Curriculum.

Notes

1 South Africa consists of nine provinces, one of which is North West. According to the Department of Basic Education (DBE 2015), South Africa has a large number of multigrade schools, the majority of which are in provinces that are predominantly rural, such as the Eastern Cape, KwaZulu-Natal, Mpumalanga, Limpopo and the North West. The two districts surveyed in the North West have 125 multigrade schools.

Additional information

Funding

The research reported here was supported by a grant from the National Research Foundation (NRF) of South Africa (grant no. 99369); South African Agency for Science and Technology Advancement.