| Abstract: | In a new South African dispensation, the reconstruction of a national education system necessitates fundamental change to existing educational policies and practices. Seen as a cultural kaleidoscope or ethnic mosaic of peoples, modern South African society can be characterised as being multicultural. It stands to reason, therefore, that multicultural education for a new multicultural South Africa has become a logical, outcomes-based necessity. The extent to which multicultural education will succeed depends largely on the knowledge, attitudes, views and conduct of the teacher as initiator, facilitator and manager of the educational and learning practice. Most teachers in this country have been trained in a monocultural context and are therefore not adequately prepared for implementing multicultural education. All educators in South Africa who are seriously concerned with the formal education of children will have to become equipped with the knowledge and skills necessary to initiate and facilitate optimal learning in a multicultural context. What is needed is an innovative and studious predisposition, cultural reappraisal, and the acceptance of co-ownership in building a new democratic dispensation for South Africa. Teachers within multicultural school contexts need to bring about this conceptual paradigm shift in the hearts and minds of young people. |
