When you complete your studies at the University as a life orientation teacher, you will be expected to have acquired all the necessary skills that will assist you to guide learners in the different areas of their lives. One such area is cultural diversity. Under the Constitutional Rights and responsibilities included in the CAPS document, the concept of cultural diversity forms part of the important topics to address. Identify different aspects that LO teachers are expected to cover for their specific phase.

Question

i) Using relevant school-based examples, provide a detailed well-researched discussion on any three of these aspects and indicate how they affect learners in their daily lives? (10 marks)
ii) Detail three practical approaches that you can use to assist learners to develop skills that will assist them to handle the mentioned aspects ? (9 marks)
iii) Briefly indicate how your approach will address any three LO Learning outcomes (6 marks)

Answer 1

i) Aspects of cultural diversity that LO teachers are expected to cover for their specific phase:

1) Language diversity: In South Africa, there are 11 official languages, and learners may come from different language backgrounds. LO teachers are expected to teach learners about the importance of respecting different languages and cultures. For instance, a school-based example could be where learners who speak different languages are encouraged to teach each other phrases from their native languages and learn about each other's cultures. This way, learners develop empathy and tolerance towards others.

2) Religion diversity: South Africa is a diverse country with different religious beliefs. LO teachers are tasked with educating learners about different religions and instilling tolerance for those who have different beliefs. For instance, during religious holidays, schools can organize interfaith events where learners from different religious backgrounds come together and learn about each other's beliefs. This approach promotes respect for diversity and builds bridges across different religions.

3) Socio-economic diversity: Learners come from different economic backgrounds, and some learners may come from disadvantaged backgrounds. LO teachers are expected to educate learners about social inequality and encourage them to be empathetic towards their peers. For instance, a school-based example could be fundraising events or donation drives to help learners who come from less privileged backgrounds. This approach promotes social inclusion and sensitizes learners to challenges faced by others.

ii) Three practical approaches to assist learners to develop skills that will assist them to handle the mentioned aspects:

1) Encourage peer-to-peer learning: Teachers can encourage learners to teach each other about their cultures, religions, and languages. This approach promotes empathy and encourages learners to share knowledge with their peers from different backgrounds. It fosters a culture of learning and mutual respect.

2) Use inclusive language: Teachers can use inclusive language to show respect for diversity. This means using language that is not gender-biased, culturally insensitive or offensive. Inclusive language helps to create a safe learning environment where learners are valued and respected.

3) Promote inter-cultural learning: Teachers can organize events where learners get to learn about different cultures, religions, and languages. These events could include cultural days, storytelling sessions, and music and dance performances. This approach helps learners appreciate diversity and learn about cultures that are different from their own.

iii) How the approach will address any three LO Learning outcomes:

1) Social development: The peer-to-peer learning approach fosters social development by encouraging learners to interact and learn from each other. It builds social relationships across different cultures and promotes empathy towards others.

2) Personal development: Inclusive language use encourages learners to be more self-aware of the language they use and how it affects others. It promotes personal growth and encourages learners to be more sensitive to diversity.

3) Citizenship education: The intercultural learning approach promotes citizenship education by creating an environment where learners learn about their rights and responsibilities towards others. It encourages learners to be active members of their communities, promotes respect for diversity, and builds a strong sense of civic responsibility.