Cultural Consciousness as a Means to Promote Positive Teacher-Learner Relations in a Culturally Diverse Classroom: A Social Wellness Perspective

Annah Ndlovu Nkomo
University of South Africa

Abstract

The study focused on the importance of cultural consciousness as a way of promoting positive teacher-learner relations in a culturally diverse classroom to achieve social wellness. Teachers’ and learners’ views on cultural diversity, the teacher-learner relationship and social wellness were explored. A triple integrative theoretical lens consisting of African Ubuntu philosophy, McComb’s (1986) self-system theory and Hettler’s (1976) wellness theory underpinned the study. The qualitative research method was used and the study is embedded in the interpretivist paradigm. Fifteen participants were purposively sampled. The study adopted a case study approach. The case was a multicultural secondary school in Gauteng Province. Ethical clearance was obtained from the University’s Ethics Committee, the Department of Basic Education and the school’s principal. Data were collected in one secondary school in Gauteng Province through interviews and questionnaires with open-ended questions. The findings revealed that when teachers and learners are culturally conscious, embrace their own cultures, those of others and are aware of and practice what promotes positive teacher-learner relations, social wellness is realised in a culturally diverse classroom. KEYWORDS: social wellness, cultural diversity, cultural consciousness, culture, embracing, teacher-learner relations  


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