Abstract:
This article explores learner behaviour management practices of teachers in culturally diverse classrooms in a South African high school. The theoretical underpinnings of culturally responsive classroom management are used to describe and interpret the practices of teachers. The data for this qualitative study was collected through semi-structured interviews, analysis of pertinent documents, observation of ten culturally diverse teachers who teach the same class of culturally diverse learners, as well as other key stakeholders. The findings reveal that learner behaviour management practices of the teachers are not culturally responsive. This is the result of factors such as lack of recognition of their own ethnocentrism and biases (as demonstrated by their unrealistic expectations, pessimistic attitudes and stereotyping perceptions); ignorance of learners’ cultural backgrounds (as demonstrated by their denial and minimisation of the importance of understanding learners’ cultural backgrounds, which leads to misinterpretation of the behaviour of culturally different learners); lack of commitment to building caring classroom communities; and lack of ability to apply culturally responsive classroom management strategies. The implication of these findings is that teacher education programmes need to prioritise teacher development on intercultural issues and the acquisition of intercultural competencies.
