A Discussion on Compromises Between “Diversity” and “Unity” in School Education: A Case Study of Perceptions of an Education Department Official and School Teachers in the Western Cape Province of the Republic of South Africa

<p> The purpose of this paper is to discuss compromises between “diversity” and “unity” in school education, through examination of a case study in the Republic of South Africa (RSA). Specifically, the paper conducts a qualitative study on the perceptions of an education department official and teachers who have involved in a senior high school compulsory subject called Life Orientation toward the phenomenon of strengthening the “national standard” (introducing the national examination and national textbooks, etc.). The paper thus attempts to point out the practices which could be used to enhance the discussion on exploring compromises between “diversity” and “unity” in school education.</p><p> Semi-structured interviews were employed as the study method, conducted in January, March, May and/or August 2019 with one education department official (an education specialist) and six teachers involved in senior high school Life Orientation in the Western Cape Province of the RSA.</p><p> Based on the results of analysis and of a comparison between the interviews and foregoing studies, this paper points out three major findings. First of all, it points out the aspect in which, even though school education in the RSA had reached the stage of entrenching a national examination and establishing national textbooks for Life Orientation, the perceptions of the subject teachers were still largely focused on the “diversity” of learners in front of them; thus the reinforcement of “unity” through the national examination and textbooks was mostly perceived negatively. Second, the paper notes the aspect in which teachers in RSA school education were attempting to promote “diversity” and “unity” at the same time through being critical or negative toward top-down procedures in education and inclined to question the authorities whenever needed. Third, the paper suggests the following two points which were not mentioned in foregoing studies. One is that the teacher training organised by the provincial education department may have been perceived by the teachers not only as a place to learn about the teaching/learning contents of the national curriculum – not just as an opportunity to reinforce “unity” -- but also as a place for networking with other teachers – as an opportunity to promote “diversity.” The other point is the aspect of the distinction between the education department official and the central government created by the former.</p><p> In conclusion, this paper states that one aspect of the current RSA is the promotion of simultaneously achieving “diversity” and “unity” by the education department official and teachers with critical/reflective attitudes towards school education. Furthermore, it suggests the hypothesis that critical attitudes toward the “dominant culture” – not the “universal culture” – based on attention to “diversity” in society could be a key to enhanced discussion on compromises between “diversity” and “unity” in school education.</p>