n South African Journal of Education - No problem! Avoidance of cultural diversity in teacher training
|Article Title||No problem! Avoidance of cultural diversity in teacher training|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Author||J. Le Roux and T. Moller|
|Publication Date||Aug 2002|
|Pages||184 - 187|
ISI Social Science
Research all over the world indicates that initial teacher training, as far as multicultural education is concerned, is grossly inadequate or, in many instances, non-existent. In many cases it is still regarded as a luxury which cannot be afforded in a time of scarcity of resources, or as a contentious politically sensitive area best avoided. Avoidance or so-called "no problem!" strategies are often the outcome of teacher training that fails or falls short of addressing issues of diversity in schools. There is much talk worldwide of permeating a multicultural perspective in teacher training programmes. Most educational stakeholders agree on the feasibility of training prospective teachers to teach in a multicultural society. In practice, however, very little, if anything (in some cases), is being done to impregnate existing initial teacher training courses with a pluralistic vision or perspective. Teachers cannot be expected to be effective in teaching multicultural content and working effectively with ethnically diverse student groups without being professionally prepared for this task.
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