Cultural Diversity and Its Influence on Role Players in a Full-Service School in Soshanguve: A Wellness Perspective
AbstractThe purpose of the study was to explore the role cultural diversity plays in a Full-Service School in Soshanguve by means of a wellness perspective lens. The phenomenon at hand was the way that cultural diversity influences role players within a Full-Service School. The study was underpinned by three theories, namely Hettler’s Wellness Theory, Cultural-Historical Activity Theory and Ubuntu to generate a comprehensive insight into the role of cultural diversity on role players within a Full-Service School in Soshanguve. The study was premised on a qualitative philosophy using an interpretive paradigm, an ethnographic case study and using various qualitative methods of data collection, analysis and interpretation of data. Only one school participated in this research study as the goal of this research study was understanding the phenomenon from the participants’ perspective. The study employed a purposive sampling approach to select diary entries from educators who participated in the semi-structured interviews. Data collection and analysis were precise as the data was collected and transcribed as soon as it was recorded. The researcher consequently decided to use thematic analysis to draw on the theoretical framework of this study. Thematic analysis refers to the identification of themes and patterns of meaning throughout the data in correlation to the research question. Thus, the researcher analysed content by coding specific themes as directed by the research project’s theoretical framework. Among the findings was that role players identified that cultural diversity influences the wellness dimensions holistically. One of the recommendations is to establish a cultural awareness model in collaboration with the community within a Full-service school.
Dec 12, 2020
How to Cite
STEENKAMP, Ute. Cultural Diversity and Its Influence on Role Players in a Full-Service School in Soshanguve: A Wellness Perspective. European Journal of Education, [S.l.], v. 3, n. 3, p. 94-109, dec. 2020. ISSN 2601-8624. Available at: <http://journals.euser.org/index.php/ejed/article/view/4882>. Date accessed: 18 jan. 2021.