Teaching a Multicultural Classroom in a Higher Insitution of Learning

By Mabatho Sedibe.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

A great problem faced by many South African teachers is how to incorporate cultural knowledge throughout their teaching, starting at the educational level of the learners. Learning from different cultural backgrounds can be made interesting and exciting if approached multi-culturally. Unfortunately, the term ‘multicultural’ is interpreted differently by many teachers for their own needs and interest, resulting in the term having a negative connotation for traditional groups (poor people). If teachers only look at the world through their own personal experiences, they are likely to ignore the cultural backgrounds of those learners who come from different ones. It should be noted that in this context ‘cultural background’ embraces also region, class and gender.

Keywords: Multiculturalism, Higher Education Institutions

International Journal of Diversity in Organizations, Communities and Nations, Volume 8, Issue 2, pp.63-68. Article: Print (Spiral Bound). Article: Electronic (PDF File; 549.842KB).

Dr. Mabatho Sedibe

Lecturer, Education (Educational Psychology), Amsterdam, Netherlands

I am Dr. M. Sedibe who is lecturing at the University of Johannesburg in the Department of Educational Psychology. I really like teaching very much. Firstly I became a primary teacher, a high school teacher, a lecturer at the college of Education and now a lecturer at the University. This shows that there is upward mobility if you are really dedicated to your work. Secondly through teaching I am able to interact with different students from different bakgrounds, cultures,languages and religion.I am also able to face challenges, acquire more knowledge, conduct research, make recommendations to stakeholders, think critically and also acquint myself with the changes that are there in the society.

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