Purpose

The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port Elizabeth, South Africa, after schools became desegregated in 1994 and changed from being mono-ethnic to multi-ethnic.

Design/methodology/approach

This study was conducted through a qualitative research approach against the backdrop of a phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from four ex-Model C English medium secondary schools (former White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed, and the data were analysed and categorised into themes and sub-themes.

Findings

The findings indicated that although the teachers were positive towards teaching in multi-ethnic contexts, the majority of them tended to adopt approaches that militated against multicultural education in their classes; such as assimilationist, colour blind and business-as-usual approaches, while a minority incorporated various aspects of multicultural education in their teaching to a limited degree.

Originality/value

The study is original in the sense that it focused on the application of Castagno’s framework of typologies to teachers’ approaches to teaching in multi-ethnic classes. Research of this nature, which explored teachers’ approaches to diversity within their multi-ethnic contexts according to Castagno’s framework, has not been previously undertaken in South Africa.

中文翻译：

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南非伊丽莎白港中学多元文化课堂教师采用的教学方法

目的

本文的目的是考察目前在南非伊丽莎白港的前 C 型英语中学（前单一种族白人学校）的教师在学校于 1994 年取消种族隔离并从单一种族转变后采用的教学方法。民族到多民族。

设计/方法/方法

根据解释主义范式，本研究是在现象学设计的背景下通过定性研究方法进行的。数据是通过对来自四所前 C 型英语中学（前白人学校）的 16 名教师进行的深入半结构化访谈获得的，这些教师在 1994 年之前的单一种族学校和 1994 年之后都有教学经验当学校是多民族的。对访谈进行转录，并对数据进行分析并将其分类为主题和子主题。

发现

调查结果表明，尽管教师对多民族环境中的教学持积极态度，但他们中的大多数人在课堂上倾向于采用不利于多元文化教育的方法；例如同化主义、色盲和一切照旧的方法，而少数将多元文化教育的各个方面纳入其教学的程度有限。

原创性/价值

该研究是原创的，因为它侧重于将 Castagno 的类型学框架应用于教师在多民族课堂教学方法中的应用。这种性质的研究根据 Castagno 的框架探索了教师在多种族背景下应对多样性的方法，此前南非尚未开展此类研究。