n South African Journal of Education - No problem! Avoidance of cultural diversity in teacher training

Volume 22, Issue 3
  • ISSN : 0256-0100
  • E-ISSN: 2076-3433



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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