Abstract
School-based speech-language therapists have a pivotal role in the transformation of education as directed by current education policy. The Revised National Curriculum Statement, for example, foregrounds a multicultural perspective in education, which impacts on the choice of Learning and Teaching Support Materials. Inappropriate support materials could create barriers to learning. Folktales were selected as an example of multicultural Learning and Teaching Support Materials. The responses of 10-year-old mainstream learners to five folktales reflecting a diversity of cultures were explored. Five girls and five boys in Grade 5 participated in the study, which was conducted in three phases. A questionnaire, a focus group interview, and audio-visual recordings were used to gather data. The qualitative method of constant comparison was used to analyse emerging themes. Five main themes were identified. Findings revealed that some participants responded most positively when folktales reflected their culture, gender, or physical characteristics. Participants' views on less familiar cultures were influenced by the mass media. The results highlighted the importance of the text as 'mirror' and as 'window'. The potential of folktales as multicultural Learning and Teaching Support Materials, the powerful influence of the educator on learners' responses, and the need for an anti-bias approach within education are discussed. Implications for future research and practice are highlighted.
Highlights
The Department of Education employs a number of speech-language therapists to render speech and language therapy services within schools
These speech-language therapists are regarded as educators and registration with the South African Council of Educators (SACE) is mandatory
As all the folktales focused on the broad theme of family relationships, the first theme emerged as a result of the nature or content of the folktales
Summary
The Department of Education employs a number of speech-language therapists to render speech and language therapy services within schools. These speech-language therapists are regarded as educators and registration with the South African Council of Educators (SACE) is mandatory. The most pertinent documents are Education White Paper 6 on Special Needs Education (Department of Education, 2001) and the Revised National Curriculum Statement Grades R-9: Schools (Department of Education, 2002a). The White Paper, acknowledges that all learners need support, and support should be provided in all classrooms to ensure the full participation of all learners It has introduced a key shift away from focussing on the intrinsic problems of learners, to identifying and minimising barriers to learning
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