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Summary ETH305 V - Exam Prep
- Institution
- University Of South Africa (Unisa)
Question and answers of Examination paper May/June 2017, Oct/ Nov 2017 , May/June 2016 & Oct/Nov 2016. Also Examination Summaries from Prescribed book
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ETH 305 VExam Preparation
These summaries are all questions asked in examination paper: May/June 2017 , Oct/Nov 2017 , May/June 2016 & Oct /Nov 2016
Question’s 2
Define the following concept and give an example of each:
1. Multicultural Education
• Multiculturalism started in the 1960's in reaction to the ideology of assimilation
• Multicultural education is a reform movement involving changes in the total school & not limited to curriculum changes.
• To meet the needs of learners from culturally diverse backgrounds, a multicultural approach to teaching is recommended.
• Useful teaching methods in multicultural education are the following: Scaffolding, Cooperative Learning & Peer Tutoring
2. Xenophobia
• Defined as hatred or fear of foreigners
• Term "Xenophobia” used to denote a "dislike of foreigners"
• Ex. Africans not born in South Africa, but in Nairobi or Nigeria are known to be called "xenophobia's" & they are looking to work
in South Africa earning cheap labour & filling up the job market.
• Xenophobia is the fear, the hatred, discrimination and the violence against persons perceived to be foreign, outsiders. Eg. When
Europeans refuse Syrians use of their trains because they are not Europeans.
3. Racism
• The belief that one's own race is superior to another.
• Based on the false premise that physical attributes of racial group determine intellectual characteristics & social behaviour.
• Ex During the old South Africa, not all races were allowed to swim in the public swimming pools or a certain area were cordoned
off for specific racial groups.
• Racism must be defined based on race (not culture or other discriminating factors). Eg Racism is the belief that one’s race is
superior than that of others. Example: The belief in the Whites being superior to the Jews.
4. Culture
• The word 'culture' is used in the place of 'society'.
• Edward Taylor defines culture as: "that complex whole which includes knowledge, belief, art, morals, law, custom & other
capabilities acquired by man as a member of society."
• Culture is a composite of significant & interrelated factors.
5. Stereotype
• Stereotyping is what happens when mental categories are created to place people, items or events in conceptually specified
groups.
• When a stereotyped description is attached to a racial, cultural or national group, there is often the implication that the
characteristics are genetically determined and so cannot be changed.
• Stereotypes influence people’s perceptions of and behaviour toward groups other than their own.
6. Prejudice
• Grammatically the word "prejudice" comes from the root "prejudge".
• Prejudice has been defined as a judgment or opinion, against or in favor of a person or thing formed beforehand or without due
examination of the facts.
• To summarize, stereotyping deals with how we describe people, and prejudice deals with how we feel about people.
• Prejudice is the pre-judgment of a group of people without getting the full facts. Pre-mature formation of positive or negative
opinion about a person.
7. Assimilation
• Monocultural policy
• Emphasis on minimising cultural differences
• Encourages social conformity & continuity
• Minority groups are expected to conform to the dominant group culture.
8. Ethnocentrism
• Instructional material reflects only the values, attitudes & viewpoints of the dominant group, presenting a one-sided perspective
• The dominant group is being portrayed as being superior
• Ex. After 1994, most school curriculums were changed to adapt to the multicultural academic standards in South Africa.
, 9. Minority groups
• These are social groups that are in the numerically minority within a society and hence tend to be marginalised, that is,
discriminated against and deprived of social opportunities.
• Examples of minority groups in Africa: 1) The San 2) Persons with disabilities
Dimensions of Multi-Cultural education:
1. Content integration
• is the use of material and content that is representative of the diversity of a multicultural class in the teaching of key concepts.
• It is the deliberate inclusion of the perspectives, experiences and contributions of groups that are usually excluded from
education and marginalised in society.
• It means that the lessons and the content become relevant and interesting to all learners. It entails teachers learning about the
various cultures in their classrooms and then deliberately seeking to include examples and material representative of all cultures
in the content that they teach.
2. The knowledge construction process
• Referring to the methods used by teachers to help learners learn in different racial, ethnic and cultural groups. Making learners
aware of this helps them to understand how knowledge is created and influenced by class.
3. Prejudice reduction
• Prejudice reduction as interventions to eventually rid learners of any preconceived ideas about different social groups and to
eventually foster positive attitudes towards the groups.
4. Equity pedagogy
• Equity pedagogy: Explanation must show that the teacher will attempt to :
• Ensure the academic achievement of all different social groups.
• Will modify teaching to promote all social groups within the school.
• Hold high expectations of the learners from all social groups.
• Take advantage of the strength of the diversity of learners in the co-creation of knowledge.
5. An empowering school cultures
• Involves restructuring the Culture & Organisation of the school, so learners from divers’ groups experience equality
• Entails restructuring the culture & organisation of the school in a collaborative process & involves members of the school & staff.
• An overhaul or a total restructuring of the school culture that involves all members of staff in such a way as to make all the different
social groups in society experience.
Reasons why multicultural education would still be necessary in a mono ethnic school:
• The learners in the mono-ethnic school will live and work in a multicultural environment.
• Development of positive attitudes towards other social groups
• Learn about other social groups that exist in society
• Teachers can take advantage of the existing cultural diversity to teach effectively.
• Teachers are required to create suitable learning environments that will meet the needs of learners from diverse cultural, linguistic,
educational and socio-economic backgrounds.
What is a mono-ethnic school
• mono-ethnic school is expected to bring out the fact that this is a school, which, on the main, is homogeneous in terms of the culture
of the learners and is, therefore, not multicultural.
Explain two strategies that a teacher can use to promote equity pedagogy in a multicultural school
• Exists when teachers modify their teaching in ways that will facilitate academic achievement of the students from diverse racial,
cultural, gender & social- class groups.
• Teachers adapt their instructional process to build on strengths that diverse learners bring to the classroom & actively engage
learners in working with & producing knowledge.
Define diversity and name any three of its components
• Diversity is from the Latin ‘diversus' meaning more than one of a different kind or variety.
• Diversity therefore constitutes any kind of variety in humankind, including all the above, as well as sexual orientation, disability,
learning preferences, nationality, educational level, age, marital status, parental status etc.
• Diversity refers there being more than one, for example, culture in a certain situation. In a school situation, we see diversity in the
sense of race, gender, religion, etc.
Question’s 3
Barriers to Communication and example’s
a) Physical barriers
• physical noise, such as the sound of heavy traffic passing the school building or the scratching of chalk on the blackboard
b) Physiological barriers
• poor health or specific handicaps, such as a hearing disability or a stammer
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