Kultuureie–onderwys : 'n onderwysregtelike perspektief

Abstract

This study focused on finding a balance between equality and diversity as seemingly opposites, in order to ensure realisation of cultural, linguistic and religious rights in education. In order to reach this goal, it was imperative to illustrate the meaning of the concepts equality, discrimination, culture and diversity in education. Unfolding the meaning of these concepts, as well as determining the scope of the learner's right to culture-specific education, the finding was that equality does not mean identical treatment of all, but rather it implies that a person has the right to be culturally distinguished. The objective of the empirical research was to determine to which extent the learner's cultural, linguistic and religious rights are catered for in schools, also to determine what the educational leaders' attitude is with regard to the subject. The population existed of school principals of public schools in the N3 district in Gauteng of which a sample of 80 principals was randomly chosen. The research was conducted by means of a questionnaire. In conclusion, some of the findings of this study are as follows: The attitude of the principals is in favour of culture specific education, but they do not favour an opinion that such education should lead to seperation of groups. The principals are in favour of mother tongue education and feel that such education will be more effective than education in a foreign language, though they see the implementation of a majority policy as a practicable solution. Principals agree that religion should play a prominent role in education. Cultural differences are being catered for by school cultural activities. Language and religious needs of minority groups are however not accommodated because of the implementation of a majority principle. Educational leaders should be equipped with knowledge and skills to effectively accommodate the cultural, linguistic and religious rights of learners. Respect for cultural identity should be cultivated by means of informing leaders, parents and teachers of mutual fundamental rights and duties. The practicability of education in the previously disadvantaged languages should be researched. This should be done concerning the different training methods and the need for training with regard to knowledge and skills that will enable educational leaders to effectively accommodate the cultural, linguistic and religious rights of the learners.