Cultural diversity in the classroom: implications for curriculum literacy in South African classrooms

Abstract

Cultural literacy is considered as crucial in the process of redress, and of equal recognition, affirmation and nurturing of different cultural symbols and other forms of expression within South Africa. In this paper we reflect conceptually on what the new curriculum policy in Arts and Culture education proposes with regard to acknowledging and promoting an understanding of multiculturalism and cultural diversity, and their development at classroom level. We argue that for the policy ideals to be realised, teaching and learning have to be informed by a conception of culture that underscores cultural critique. In conclusion, the paper highlights the practical implications of such critique for teaching Arts and Culture.