ESC3701
Assignment 4 (SECTION A & B) 2025
Unique number:
Due Date: 30 July 2025
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
SECTION A (ESSAY-TYPE QUESTION)
DIVERSITY IN SCHOOL CONTEXT AND ITS IMPACT ON CLASSROOM
PRACTICES
1. INTRODUCTION
In a multicultural and post-apartheid society like South Africa, diversity in the school
context plays a significant role in shaping the experiences of both learners and
educators. The classroom is not just a learning space; it is a microcosm of broader
society, where differences in race, class, and gender intersect with teaching and
learning. Diversity, in this sense, refers to the presence and interaction of different
racial, socio-economic, and gender identities within the school setting. These
aspects of identity can influence learners' access to resources, their interactions with
peers and teachers, and their overall academic performance.
Understanding how diversity manifests in education is crucial for teachers who aim
to foster inclusive and equitable classroom environments. The field of sociology of
education provides key theoretical lenses through which to examine these social
dynamics. The three most prominent theoretical perspectives—functionalism, conflict
theory, and symbolic interactionism—offer distinct insights into how race, class, and
gender operate in educational contexts (Siyakwazi, Du Plessis et al., 2018).
This essay will first discuss these three sociological theories in relation to diversity,
and then explore how an understanding of race, class, and gender can assist
teachers in improving classroom practice. Finally, relevant educational examples will
be provided to illustrate how these concepts translate into real-world teaching
scenarios. By using sociological theory to analyse diversity, educators can better
respond to learners' unique social contexts and promote meaningful learning for all.
2 THEORETICAL PERSPECTIVES ON DIVERSITY
2.1 Functionalism and Diversity
2.1.1 Overview of Functionalism
Functionalism is a macro-sociological perspective that views society as a stable and
cohesive system made up of interdependent parts that work together to maintain
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
social order. Within this framework, each social institution—including education—
plays a specific role in contributing to the smooth functioning of society. Functionalist
thinkers such as Emile Durkheim and Talcott Parsons argue that education helps
transmit shared values, norms, and skills necessary for social integration and
cohesion (Siyakwazi, Du Plessis et al., 2018). Schools are seen as tools for
socialisation and merit-based mobility, preparing individuals to fit into their
appropriate roles in society.
2.1.2 Functionalist View on Race
From a functionalist perspective, racial diversity is considered acceptable so long as
it contributes to the broader stability and unity of society. Functionalists argue that
minority groups should assimilate into the dominant culture to avoid social conflict
and maintain societal harmony. In this view, integration is achieved when diverse
racial groups adopt the values and norms of the mainstream society (Siyakwazi, Du
Plessis et al., 2018).
In the South African context, functionalism supports assimilationist education policies
that aim to integrate learners from different racial backgrounds into a unified national
identity. However, critics argue that this view ignores the deep-seated structural
inequalities created by apartheid and fails to address the systemic barriers that
continue to marginalise Black learners. Functionalism does not adequately
interrogate how schools may perpetuate racial dominance under the guise of social
cohesion.
2.1.3 Functionalist View on Class
According to functionalism, class stratification is both natural and necessary for the
effective operation of society. Davis and Moore, two key functionalist theorists, argue
that social inequality ensures that the most important positions are filled by the most
capable individuals. Education plays a key role in this system by rewarding merit and
filtering individuals into appropriate occupational roles (Siyakwazi, Du Plessis et al.,
2018).
In classroom settings, this view translates into the belief that all learners have equal
opportunities to succeed based on their abilities. However, this assumption does not
consider the unequal starting points of learners from different socio-economic
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 4 (SECTION A & B) 2025
Unique number:
Due Date: 30 July 2025
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
SECTION A (ESSAY-TYPE QUESTION)
DIVERSITY IN SCHOOL CONTEXT AND ITS IMPACT ON CLASSROOM
PRACTICES
1. INTRODUCTION
In a multicultural and post-apartheid society like South Africa, diversity in the school
context plays a significant role in shaping the experiences of both learners and
educators. The classroom is not just a learning space; it is a microcosm of broader
society, where differences in race, class, and gender intersect with teaching and
learning. Diversity, in this sense, refers to the presence and interaction of different
racial, socio-economic, and gender identities within the school setting. These
aspects of identity can influence learners' access to resources, their interactions with
peers and teachers, and their overall academic performance.
Understanding how diversity manifests in education is crucial for teachers who aim
to foster inclusive and equitable classroom environments. The field of sociology of
education provides key theoretical lenses through which to examine these social
dynamics. The three most prominent theoretical perspectives—functionalism, conflict
theory, and symbolic interactionism—offer distinct insights into how race, class, and
gender operate in educational contexts (Siyakwazi, Du Plessis et al., 2018).
This essay will first discuss these three sociological theories in relation to diversity,
and then explore how an understanding of race, class, and gender can assist
teachers in improving classroom practice. Finally, relevant educational examples will
be provided to illustrate how these concepts translate into real-world teaching
scenarios. By using sociological theory to analyse diversity, educators can better
respond to learners' unique social contexts and promote meaningful learning for all.
2 THEORETICAL PERSPECTIVES ON DIVERSITY
2.1 Functionalism and Diversity
2.1.1 Overview of Functionalism
Functionalism is a macro-sociological perspective that views society as a stable and
cohesive system made up of interdependent parts that work together to maintain
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
social order. Within this framework, each social institution—including education—
plays a specific role in contributing to the smooth functioning of society. Functionalist
thinkers such as Emile Durkheim and Talcott Parsons argue that education helps
transmit shared values, norms, and skills necessary for social integration and
cohesion (Siyakwazi, Du Plessis et al., 2018). Schools are seen as tools for
socialisation and merit-based mobility, preparing individuals to fit into their
appropriate roles in society.
2.1.2 Functionalist View on Race
From a functionalist perspective, racial diversity is considered acceptable so long as
it contributes to the broader stability and unity of society. Functionalists argue that
minority groups should assimilate into the dominant culture to avoid social conflict
and maintain societal harmony. In this view, integration is achieved when diverse
racial groups adopt the values and norms of the mainstream society (Siyakwazi, Du
Plessis et al., 2018).
In the South African context, functionalism supports assimilationist education policies
that aim to integrate learners from different racial backgrounds into a unified national
identity. However, critics argue that this view ignores the deep-seated structural
inequalities created by apartheid and fails to address the systemic barriers that
continue to marginalise Black learners. Functionalism does not adequately
interrogate how schools may perpetuate racial dominance under the guise of social
cohesion.
2.1.3 Functionalist View on Class
According to functionalism, class stratification is both natural and necessary for the
effective operation of society. Davis and Moore, two key functionalist theorists, argue
that social inequality ensures that the most important positions are filled by the most
capable individuals. Education plays a key role in this system by rewarding merit and
filtering individuals into appropriate occupational roles (Siyakwazi, Du Plessis et al.,
2018).
In classroom settings, this view translates into the belief that all learners have equal
opportunities to succeed based on their abilities. However, this assumption does not
consider the unequal starting points of learners from different socio-economic
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
