TEACHERS’ PERCEPTIONS OF THE IMPLEMENTATION OF MULTICULTURAL EDUCATION IN PRIMARY SCHOOLS IN CHEGUTU DISTRICT, ZIMBABWE By Francis Muchenje UNIVERSITY OF SOUTH AFRICA JUNE 2014 TEACHERS’ PERCEPTIONS OF THE IMPLEMENTATION OF MULTICULTURAL EDUCATION IN PRIMARY SCHOOLS IN CHEGUTU DISTRICT, ZIMBABWE By FRANCIS MUCHENJE Submitted in accordance with the requirements for the degree of DOCTOR OF EDUCATION in the subject of EDUCATION MANAGEMENT at the UNIVERSITY OF SOUTH AFRICA Supervisor: DR. P.J.HEERALAL JUNE 2014 DECLARATION Student number: 49256084 I, declare that Teachers’ perceptions of the implementation of multicultural education in primary schools in Chegutu district Zimbabwe is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. Francis Muchenje Date: 30/05/14 i DEDICATION This work is dedicated to my parents Mr. William Kawara and Mrs. Elizabeth Kawara in recognition of their love and support that has guaranteed my success in education. This work is also dedicated to my dear wife Clementine and our children, Elizabeth, Rutendo, Simbarashe and Nicole for their patience and understanding during the course of my studies. ii ACKOWLEDGEMENTS The successful completion of this study was a result of the contribution of many people as well as organisations. I would also like to thank the Almighty God for His guidance and protection throughout the research process. My supervisor Dr. P.J. Heeralal was a source of inspiration at all stages of my doctoral studies. His incisive and constructive criticisms enabled me to gain new insights in conducting this study. I would like to thank all the research participants who took part in this study. Without them this study would not have been a success. I also express my heartfelt gratitude to the following people and organisations: The Ministry of Primary and Secondary Education for granting the permission to conduct this study; The heads of the five participating primary schools for granting access; Colleagues in the Faculty of Education at the University of Zimbabwe who proof read the manuscript; Mr. J. Mutambwa and Mr. T. Gama for language editing services; and My family for all the inconveniences endured during the course of this study. iii ABSTRACT This study explored teachers’ perceptions on the implementation of multicultural education in Zimbabwean primary schools. The sample consisted of twenty teachers (10 male and 10 female) selected through purposive sampling technique. Teachers in the sample had a minimum of five years post qualifying experience. The study focused on five selected primary schools in Chegutu district. Qualitative research was chosen as the research method with phenomenology as the research design. Data collection instruments consisted of unstructured in-depth interviews and focus group discussions. Interviews were conducted with the teachers at their respective schools. Focus Group Discussions were also conducted with the teachers soon after the unstructured interviews at their schools. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses. A number of findings emanated from this study. Teachers were found to have a narrow focus in terms of their conceptualisation of multicultural education. The study revealed that multicultural education is being implemented at a superficial level as the participants felt that it is being implemented to a limited extent. Some school textbooks particularly those in the Languages, Social Studies, Religious and Moral Education and Environmental Science were seen as reflecting the multicultural character of Zimbabwe. In terms of the language policy, the teaching of marginalised indigenous languages such as Tonga, Nambya, Kalanga and others was seen as a way of addressing the needs of learners in a linguistically diverse nation. The study found out that parental participation in school activities involves parents from culturally diverse backgrounds. The study recommends that multicultural education should be part of the curriculum in initial teacher education. Seminars and workshops should be hosted by the Ministry of Primary and Secondary Education to conscientise teachers on the practice of multicultural education. Book publishers should liaise closely with the Ministry of Primary and Secondary Education so as to ensure that the content of textbooks is multicultural in every respect. There is need to consider the teaching of Chewa particularly in those communities where it is commonly spoken. A policy framework regulating the practice of multicultural education needs to be put in place. Key words: multicultural education, gender, curriculum issues, phenomenology, perceptions, implementation iv TABLE OF CONTENTS Declaration i Dedication ii Acknowledgements iii Abstract iv Table of contents v List of abbreviations xi List of tables xii List of figures xiii Chapter 1: The problem and its setting 1 1.1 Background to the study 1 1.2 Statement of the problem 8 1.3 Research objectives 10 1.4 Research questions 10 1.5 Motivation for the study 11 1.6 Importance of the study 12 1.7 Contributions of the study 13 1.8 Expected results 14 1.9 Limitations of the study 14 1.10 Demarcation of the study 14 1.11 Aim of the study 15 1.12 Research methods and design 15 1.13 Definition of terms 16 1.14 Chapter divisions 17 1.15 Chapter summary 18 Chapter 2: Literature review 19 2.1 Introduction 19 2.2 Theoretical framework 19 2.3 History of multicultural education 32 2.4 Definition of culture and multicultural education 40 2.5 Approaches to the implementation of multicultural education 64 v 2.5.1 Multicultural education models 67 2.5.1.1 Gibson’s model 68 2.5.1.2 Grant and Sleeter’s model 72 2.5.2 The multicultural education continuum approach 80 2.5.2.1 Bruch et al. Multicultural education continuum approach 80 2.5.2.2 Banks multicultural education continuum 82 2.5.3 Nieto’s characteristics of multicultural education 86 2.6 Multicultural education and research studies 91 2.7 Challenges to multicultural education 93 2.8 Curriculum issues in multicultural education for Zimbabwe 100 2.8.1 Knowledge construction 100 2.8.2 Selection of curriculum content 102 2.8.3 Textbooks and curriculum instructional materials 104 2.8.4 Language policy 106 2.8.5 Teacher attitudes and expectations 111 2.8.6 The school environment 115 2.9 Community involvement 118 2.10 Critique of multicultural education 119 2.11 Chapter summary 126 Chapter 3: Research methodology 128 3.1 Introduction 128 3.2 Research method 128 3.3 Research design 129 3.3.1 Phenomenology 130 3.4 Sampling 134 3.5 Data collection 136 3.5.1 Unstructured in-depth interviews 137 3.5.2 Focus group discussions 139 3.6 Data analysis and interpretation 140 3.6.1 Data Management 143 3.6.2 Immersion in the data and writing memos 143 3.6.2.1 Writing memos 143 vi 3.7. Describing, classifying and interpreting 144 3.7.1 Coding the data 146 3.7.2 Offering interpretations 148 3.8 Trustworthiness 149 3.8.1 Credibility 149 3.8.2 Dependability 150 3.8.3 Confirmability 150 3.8.4 Transferability 151 3.9 Ethical considerations 152 3.9.1 Informed consent 152 3.9.2 Confidentiality 153 3.9.3 Privacy 154 3.9.4 Anonymity 154 3.9.5 Protection from harm 155 3.9.6 The right to withdrawal 155 3.10 Chapter summary 156 Chapter 4: Analysis of data and presentation of findings and discussion 157 4.1 Introduction 157 4.2 Demographic profile of participants 157 4.3 Findings, analysis of data and Discussion: Individual in-depth unstructured Interviews and focus group discussions 158 4.3.1 Introduction 158 4.3.2 Participants views on the implementation of multicultural education in Zimbabwe 159 4.3.3 Content of the primary school curriculum and Zimbabwe’s multicultural Character 166 4.1 Schools’ participation in national Culture Week 180 4.3.4 Differences in curriculum instructional materials used before and after Independence 185 4.3.5 Portrayal of Zimbabwe’s plural character in curriculum instructional materials currently in use 191 vii 4.3.6 Representation of learners from different social groups in curriculum instructional materials 199 4.3.7 Classroom pedagogy and accommodation of students’ cultural diversity 204 4.3.8 Views on teacher sensitivity to learners’ diverse cultural backgrounds 212 4.3.9 Language in education policy and accommodation of learners’ linguistic needs 217 4.3.10 Encouragement to communicate in mother tongue inside and outside the classroom 223 4.3.11 The total school environment and the reflection of the nation’s cultural diversity 228 4.3.11.1 Staffing patterns 229 4.3.11.2 School assembly programmes 232 4.4.11.3 Selection of prefects 235 4.4.11.4 Participation in co–curricular activities 238 4.3.12 Evidence of the school as a multicultural institution 239 4.3.13 Parental participation in school activities and the nation’s multicultural character 243 4.3.14 Composition of the school development committee 258 4.4 Chapter summary 246 Chapter 5: Summary, conclusions and recommendations 250 5.1 Introduction 250 5.2 Summary 250 5.2.1 Summary of findings from literature review relating to the origins of multicultural education 252 5.2.2 Summary of findings from literature review relating to the definition of multicultural education 253 5.2.3 Summary of findings from literature review relating to curriculum issues in multicultural education 255 5.3 Summary of findings from qualitative study 256 5.3.1 Participants’ views on the implementation of multicultural education in Zimbabwe 256 5.3.2 Content of the primary school curriculum and Zimbabwe’s multicultural viii character 257 5.3.3.