An Evaluation of Inclusivity Through Multicultural Education in Tertiary Education: A Case Study of One Tertiary Institution in Bulawayo Metropolitan Province, Zimbabwe

This article sought to evaluate the promotion of inclusivity through multicultural education in tertiary institutions. Multicultural education is concerned with the acknowledgement that students are different in their cultural approach to education and lecturers are expected to take cognisance of the differences in a manner, which increase tolerance and diversity. The article evaluated the promotion of inclusivity through the practice of multicultural education in teacher’s colleges. Since the focus of this study is also concerned with the opinions, attitudes and beliefs held by student teachers, a case study design was used. Structured interview schedules and focus group discussions were utilised in the data collection process to ensure data triangulation. A sample of twenty students who are representative of the five ethnic groups in the college and five lecturers were used as participants to the research study. The five ethnic groups which the research focused on are Ndebele, Tonga, Kalanga, Nambya and Shona. The researchers found out that most participants understood the different curriculum activities that celebrated the diverse cultures of students in tertiary institutions. The research study further revealed that whilst the different cultures are given prominence in the different curriculum activities more inclusion of cultural activities involving the formerly marginalised languages like Chi Tonga, Chi Nambya and Chi Kalanga is needed. The research study recommended that tertiary institutions need to establish robust initiatives that celebrate the different cultures that define the student population. This study is helpful to tertiary institutions and the community as it provides information on practices that promote acceptance and acknowledgement of cultural diversity.