Social representations of diversity: multi/intercultural education in a South African urban school¹

1. An earlier draft of this paper was presented at the American Educational Research Association’s Annual Conference (AERA), Montreal, April 2005.

Abstract

The story of School X started in South Africa in 1875. At that time, the school was built for white children only. More than hundred years later, the 1994 elections demarcated the end of the apartheid era and the school enrolled black Xhosa‐speaking children for the first time. As a result, in 2004, 90% of the students were black Xhosa‐speaking. The theoretical perspectives of our study are based on notions of multicultural and intercultural education, and of diversity. Our study is embedded in a socio‐constructivist inquiry paradigm. Using questionnaires and interviews, we aimed to understand the social representations regarding diversity of a principal, a teacher, seven students and four parents in a K‐7 open school. We examined diversity of values, cultures, religions, languages, attitudes, beliefs, behaviors, etc. regarding a multi/intercultural perspective in education. We attempted to discern what the participants’ understandings of diversity were, how they identified diversity, and why they justified their practices and actions with respect to diversity.

The song can only be beautiful if we all play the same tune. (Esmé Goosen, Multimedia, 2004)

This is the title of a painting that is part of an exhibition in Nelson Mandela Metropolitan Museum of Art, Port Elizabeth, South Africa

Notes

1. An earlier draft of this paper was presented at the American Educational Research Association’s Annual Conference (AERA), Montreal, April 2005.

2. This research was supported by the Fulbright Scholar Program, the Nelson Mandela Metropolitan University (NMMU), and the Department of Science, Mathematics, and Technology in Education (SMATE) in Port Elizabeth (South Africa) in 2004. However, all opinions expressed in this paper belong to authors.