Abstract
M.Ed.
During the past few years many changes have taken place in South Africa. Many of these
changes, implemented by the new government, concern the educational system. Measures
have been taken to eradicate inequalities of the past and to make education accessible to
all. This development has given rise to a situation in some schools where the cultural
background of the teacher differs entirely from that of the schoolbeginner or pupil. More
and more schools are being affected by this situation and the problems arising from this
tend to impede effective learning and interaction.
The aim of this research therefore, was to explore and describe the white teachers'
experience regarding teacher-pupil interaction in the culturally diverse classroom, in order
to formulate guidelines for teachers to effectively promote learning and interaction.
By way of a qualitative research design, with interviews conducted with teachers and
observations of teacher-pupils interaction used as data-collection method, various themes
within this interaction have been identified. These themes are comparable with themes
from relevant literature; a further literature review formed the basis of guidelines, mainly
for teachers, for purposes of improving interaction between teacher and pupil in the
culturally diverse schoolbeginner classes.
Main themes of the guidelines are understanding and acceptance of cultural differences,
culture-sensitive instruction, moral development, peer-group tutoring, language
enrichment programs, discipline and knowledge of African child rearing practices. The
role of the educational authorities in respect of teacher training, preservice as well as inservice
training to promote cultural sensitivity, has also been pointed out. Making parents
part of the schooling and education of their children, has also been given prominence.