DEALING WITH MULTICULTURALISM AND SOCIAL JUSTICE IN DIVERS SOCIAL SCIENCE CLASSROOMS: PERCEPTIONS AND EXPERIENCES OF INTERMEDIATE PHASE STUDENT TEACHERS

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"This qualitative study reflects the perceptions and experiences of intermediate phase student teachers in dealing with multiculturalism and social justice in diverse classrooms. The content of Social Science as a subject in the intermediate phase, respond to many societal challenges currently associated with issues such as urban and rural settlement, pandemics, climate change, poverty, racism, etc. -these contents as portrayed in some subject themes, fulfils a role in enhancing social cohesion and tolerance for one another. In an age in which diversity, multiculturalism and social justice are increasingly prominent features of higher education and society, researchers are tirelessly exploring numerous ways to meet the educational needs of diverse populations. Social Science as a subject in the intermediate schooling phase of South Africa deals with the interrelationship of humans and their environment and can thus play an integral role to meet the needs of diverse populations. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students from the same race, in their final year, specializing in Social Science teaching. The results of the study indicate that student teachers find the teaching of Social Science in a multicultural classroom very challenging, irrespective of their race, culture, or socio-background. The study therefore recommends regular exposure to diverse learners through mandatory teaching practice at multicultural schools, appropriate training and development throughout the students’ teacher training with supported policies and integration of social justice into the curriculum content."