Teachers’ Perceptions of the Implementation of Multicultural Education in Primary Schools in Chegutu District, Zimbabwe

Abstract

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. iii 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.

A Multicultural Education Praxis: Integrating Past and Present, Living Theories, and Practice

“…Both the understandings and implementations of multicultural education vary throughout the world (e.g., Baratz, Reingold, & Abuhatzira, 2011). For some, this variability hinders its implementation in more schools (Muchenje & Heeralal, 2014). There is some question about the meaning of "multicultural education," especially within particular localities (Hirasawa, 2009;Jackson, 2013).…”

“…Muchenje and Heeralal (2014) argue that the numerous ways multicultural education has been defined have led to inconsistent conceptualizations of it and thereby to varying levels of implementation in schools. Other critiques point to how such courses rely on deficit thinking, promote dichotomous conceptualizations of identity, disregard intersectionality, and "obscure" the connections between theory and lived experiences (Cohen et al, 2013, p. 264;Gorski, 2009;Herrera et al, 2012;hooks, 1994;Valencia, 2010).…”

The effects of COVID -19 on higher education: Experiences of Family and Religious Studies final year students at Great Zimbabwe University

“…The study adopted a mixed-method approach with a qualitative dominance given that what we sought were students' experiences, views and feelings. Muchenje (2014) posits that qualitative research is mainly concerned with meanings that participants have for situations or events. Thus, the goal of qualitative research is to unravel these meanings.…”

Exploring Teachers’ Perception on the Teaching of Multicultural-based Religious Education

“…By stating the multicultural elements in the curriculum, it will become the focus on school syllabus and lesson plan to teach in classrooms. In addition, Muchenje & Heeralal (2014) argue that it is highly recommend to include the multicultural aspects in curriculum because of its importance in education. Therefore, seminars and workshop for educators regarding with education with multicultural based should be held in order to prepare teachers that ready to teach students with multi cultures.…”