Managing Identity and Diversity in a Multicultural School in South Africa
The purpose of this study was to explore and describe how teachers of different gender and ethnic groups, cultural, religious,and socio-economic backgrounds manage their identity and diversity in one multicultural school in South Africa. The study employed the qualitative research design and a sample of teachers from different ethnic group, gender, religion, culture, and socio-economic background was selected. Eight teachers both male and female from one multi-cultural school in Gauteng, South Africa were observed and interviewed. Data was collected by means of observation, interviews and field notes. The preliminary findings indicated that managing of identity was dependent on cultural, religious and socio-economic background. Gender issues and school culture also influenced teachers' identity, especially professional identity. Futhermore, the findings also revealed that diversity was poorly managed due to misunderstanding and misconception of the concept itself.
Keywords: Identity, Teacher Identity, Diversity, Ethnic Group, Gender, Religion, Culture, Socio-Economic Status, Multicultural School
Lecturer, Faculty of Education