Social Justice Considerations For The Teaching Of Controversial Social Science Topics In Multicultural Primary School Settings: A Case Study Of University Teacher Education Students

Abstract

In South Africa, the National Education Policy of 1996 and the National Qualification Framework Act, 2008, requires that all teachers be socially just teachers, with education being perceived as a perfect tool to realise the ideals of democracy. Education should lead people to become critical citizens with the mandate to play pivotal roles in the transformation of a multicultural society. It was inevitable that a new curriculum for a new South African dispensation should be welcomed and be unavoidable, but the sine qua non was that diverse cultures; the background of learners; the values in education and so forth, had to be taken into account. The dawn of the South African democratic period was associated with the emergence of multicultural schools in South Africa. Furthermore, universities and colleges needed to transform their teacher education training programs in line with the changes in the educational sphere of South Africa. Student teachers needed to be trained to understand and adapt to the challenges of multicultural schools and the new policies that govern these schools. Social Science as a subject deal with the interrelationship of humans and their environment and can thus play an integral role to meet the needs of diverse populations. The inclusion of controversial topics in social science curricula is widely considered to be an essential element of quality education. The sequential mixed methods study was compounded in the theories of civic education as a moral imperative in social sciences education; Social Constructivism as a teaching and learning paradigm; and critical multiculturalism. The population of the study was final year social science student teachers, attached to the identified university. Quantitative data emanating from 78 questionnaires, ascertained the participants’ perceptions of using social justice considerations in the teaching of controversial social science topics in multicultural classrooms. Qualitative data emerged from the four focus group discussions held virtually with participants from different race groups, respectively and teaching practice classroom observations, as well as the investigation of the role of social justice considerations in the teaching of controversial social science topics in multicultural school settings. The findings of the study revealed that pre-service teachers lack training to teach controversial social science topics. The study further indicates teacher education students fear of being ostracised leaves them vulnerable and unwilling to teach controversial topics. A lack of support from education authorities and School Management Teams make teacher education students feel unprotected. Moreover, the vagueness of strategies on how to teach controversial topics according to the current policies does not assist the cause. The study also recommends that schools develop open relationships with parents about the importance of children discussing controversial Social Science topics. It is recommended that the adoption of a more positive and realistic view of Social Science as a subject, will advance social cohesion and citizenship. The study further suggests that the provision of a space should be made which is collaborative and respectful, and which will promote opportunities for open dialogue where learners can air their views in an open forum for critical, in-depth and respectful discussion. In-service teacher training opportunities should be provided for teacher education students and the formation of partnerships with Teacher Training Institutions to focus on social justice as a vehicle for the teaching of controversial Social Science topics and for proposing policy reforms that address the teaching of controversial Social Science topics in multicultural primary school settings, should be considered. It is also further recommended that teacher education students be supported by the school management teams (SMTs) and a possible mentor (experienced) teacher be attached to support the newly appointed intermediate phase Social Science teachers.