An Exploratory Perspective into the Challenges Caused by Diversity in Teaching and Learning: A Case Study of the Tshwane West District of the Gauteng Department of Education

Abstract

The aim of the research was to explore the challenges caused by diversity in teaching and learning. This study was underpinned by constructivism as a theory of teaching and learning. The constructivist classroom should be an environment based on inquiry which will leads the learners to deep understanding of the concepts under scrutiny. This study employed interactive methods, i.e. phenomenological and ethnographical designs. The researcher used purposeful sampling, in conjunction with the maximum variation sampling technique. The researcher analysed data through coding, categorising and establishing themes. It has been established in this study that most common challenges caused by diversity were domination and inferiority complex. Domination manifested itself in various forms, that is, majority language or age group over the minority, female learners over males, and fast learners over those who need more time to understand religious differences and learners who come from families which are well provided for over those who come from less privileged families. To address issues of domination and inferiority complex, teachers should encourage mutual respect amongst learners by addressing them with equal respect.

DOI: 10.5901/mjss.2014.v5n23p2103