Portal de Periódicos da CAPES

Teachers’ Perceptions of the Implementation of Multicultural Education in Primary Schools in Chegutu District, Zimbabwe

2014; Volume: 41; Issue: 3 Linguagem: Inglês

10.1080/09718923.2014.11893367

2456-6756

Francis Muchenje, P.J.H. Heeralal,

Religious Education and Schools

The aim of the present paper is to explore teachers’ perceptions on the implementation of multicultural education in Zimbabwean primary schools. The paper focuses on five selected schools in Chegutu district. Qualitative research was chosen as the research method. Phenomenology was selected as the research design. The sample consisted of twenty teachers (10 male and 10 female) selected through purposive sampling technique. Data was collected through unstructured in-depth interviews and focus group discussions. It was found out that teachers tend to have a narrow focus in terms of their conceptualisation of multicultural education. The paper reveals that multicultural education is being implemented at the additive level through the accommodation of cultural diversity in some school subjects as well as the language in education policy. The paper recommends that multicultural education should be part of the curriculum in pre service teacher education. There is also need for seminars and workshops hosted by the Ministry of Primary and Secondary Education to conscientise teachers on the practice of multicultural education.