Conflict and pedagogy: model-building for conflict resolution training in multicultural secondary schools

Abstract

One of the greatest challenges facing the post-apartheid South African state is the transformation of the education system, and addressing the tradition of violence and psychosocial dislocation, as well as managing cultural diversity. The move to multicultural schooling has created an urgent need to address what schools can or should do about the multiple cultural realities that are now represented in schools. Both government and educational practitioners have stressed the need to equip principals, teachers, learners and parents with the values, attitudes, knowledge and skills to understand and manage conflict in a constructive fashion. Research conducted in two secondary multicultural schools explored the development of a conflict management training programme for learners. The findings of this conflict case study show that an eclectic approach to conflict management training using elicitive strategies that embed ‘‘culture’’ in the training programme can be implemented with success in these settings. This study also indicates that the multidisciplinary field of conflict resolution and management can be blended with holistic approaches to educational policy and practice. Such interventions are crucial in micro- and mesolevel interventions in strengthening social cohesion and social peace, which in turn will provide a more conducive environment for economic development.