Abstract
D.Ed.
The advent of democracy in South Africa, accompanied by the deracialisation, not
only of the South African society but of schools as well, has had an impact on the
demographics of suburbs in all kinds of ways: racial backgrounds, cultural
backgrounds, educational backgrounds and so on (Kogod,1991:8).
As the South African population is diverse, so are the schools in the suburbs in
terms of learner population (Du Pont, 1997:6). The fact that the learner population
is increasingly becoming diverse in the entire former Model C schools creates an
increasing need for school principals to be equipped with the skills appropriate to
the management of cultural diversity at schools.
The fact that learners are drawn from diverse cultural backgrounds means that
culture, not mandates or structure, is the telling component in educational
organisations, such as schools (Cunningham & Gresso, 1993:43). This change
from homogeneity to heterogeneity in terms of learner composition at schools
compels principals of schools and their staff members to be sensitive as learners
need to be served without prejudice. School personnel equipped with the
appropriate diversity management skills would understand diversity sensitivity,
acknowledges cultural differences and sensitise individuals about stereotyped
differences. It places a premium on the promotion of communication and
understanding and build relationships among members of the school community
from different cultural backgrounds (Kossek & Lobel, 1996:4).
Principals as heads of schools have to sensitise their staff members about the
dangers of cultural stereotypes and should demonstrate skills by focusing on
reconciling interests of diverse learners rather than developing compromises
among the learners, as it has been proven that common interests serve to motivate
and give people a common direction (Cunningham & Gresso, 1993:45). The notion
of common interests is supported by Armstrong (1996:842) as he argues that these
common interests could be harnessed by the school management by ensuring that
each learner commits himself or herself to the vision and mission of the school.
This should be done on the premise that harnessing these differences will create
an environment that is conducive to every learner and in which he would feel
valued and would use their individual talents towards the realisation of the school
vision and mission.
Prof. B.R. Grobler