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A sociological analysis of teaching and learning in a multicultural school

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dc.contributor.advisor Stears L-H, Dr en
dc.contributor.author Ngcongo ML en
dc.date.accessioned 2016-09-22T10:15:39Z
dc.date.available 2016-09-22T10:15:39Z
dc.date.created 1998 en
dc.date.submitted 2000 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/81158
dc.description.abstract This study focuses on teaching and learning in a multicultural school. It investigates the influence of the development of the self during social interaction of culturally diverse learners at Forest Haven Secondary School. Furthermore, the social environment and parental involvement are also analysed in order to reveal their effectiveness in bringing about a favourable social condition for education in a multicultural school. This study further investigates the teaching strategies and teaching resources that are currently used by educators in a culturally diverse classroom. A combination of sociological theories has been used interchangeably since they are interrelated. The main theory is symbolic interactionism, including the views of Mead (1934) and Berger and Luckmann (1967). For data collection questionnaires, non-participant observation and unstructured interviews with the school principal, educators and learners were engaged in. Data was then analysed, qualitatively and quantitatively, to determine the cause of cultural conflict at the school. The findings of this analysis form the basis for the recommendations made. en
dc.language English en
dc.subject Education en
dc.subject Sociopedagogics (from primary to secondary level) (from primary to secondary level) en
dc.title A sociological analysis of teaching and learning in a multicultural school en
dc.type Masters degree en
dc.description.degree MSc en

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