Implementing Multicultural Education to Foster Peace in Schools

Francina Lethiwe Mazibuko () and Lucia Zithobile Ngidi ()
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Francina Lethiwe Mazibuko: Durban University of Technology, Durban, South Africa
Lucia Zithobile Ngidi: Durban University of Technology, Durban, South Africa

Eurasian Journal of Social Sciences, 2024, vol. 12, issue 1, 1-12

Abstract: The nation has witnessed an increasing migration in post-apartheid South Africa, significantly diversifying its societal fabric. This evolving multicultural landscape has noticeable instances of violence and necessitates a deeper awareness, understanding, and acceptance of the various cultures now present within communities. The rise in immigrant populations has underscored multicultural education's importance in fostering a peaceful, inclusive society. This study offers a unique and innovative exploration of whether multicultural education can contribute to peacebuilding and promote a worldview that embraces diversity within schools. The research delves into the critical need for multicultural education in South Africa's schools by utilizing focus groups and interviews conducted at an independent school in Pinetown, KwaZulu-Natal. Pinetown has notable instances of school violence. The study further adopted action research to model the peacebuilding lessons that address the challenges posed by the country’s diverse demographic landscape and the associated issues of violence, xenophobia, and tribalism. The findings of this study underscore the potential of multicultural education to drive a paradigm shift, empower learners, and positively influence social dynamics. By fostering cultural competence, encouraging parental and community involvement, and creating safe, inclusive spaces, this research provides valuable insights for educational authorities and schools. Ultimately, the study lays a foundation for the following researchers to explore various transformative roles of multicultural education in shaping a harmonious and diverse society.

Keywords: Multicultural Education; Education for Peace; Cultural Diversity; Integrative Theory of Peace (search for similar items in EconPapers)
Date: 2024
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