Independent Schools in South Africa: Acculturation of Zimbabwean Immigrant Teachers

Abstract South Africa, which offers relative political stability and prosperity, has always been a major destination country for a large flow of people seeking better economic and social opportunities. Many Zimbabweans left to flee from poverty as a result of Zimbabwe’s political and financial crumble around 2008; thus, this paper aimed at shedding light on Zimbabwean immigrant teachers’ experiences of acculturation in independent schools in Johannesburg, South Africa. It also sought to identify educational leadership approaches that promote multiculturalism and acculturation in culturally diverse independent schools. Data which were collected from a purposefully selected sample of six immigrant teachers were transcribed verbatim. The transcriptions were then analysed thematically through critical discourse analysis and content analysis, following open coding which identified and named segments of participants’ responses. The findings indicated absence of cultural assimilation. Immigrant teachers are treated differently from their South African peers and they do not blend in easily. Thus, formal academic programmes, induction programmes, and in-service-training should be undertaken to cultivate revolutionary principals who facilitate cultural assimilation. There is need for school policies and practices that are sensitive to cultural differences and a call for all relevant individuals to face head-on the issue of multiculturalism.