Culturally Responsive Differentiated Instruction

Abstract

In this chapter, we argue that Culturally Responsive Teaching (CRT) and Differentiated Instruction (DI) have not received enough attention despite their potential to improve economics teaching in South Africa. There is an ongoing debate about the Africanisation of knowledge in South African universities, and CRT and DI can help economics lecturers draw on the diversity of their students while increasing the relevance of economics teaching. Analysing how the pedagogical principles of CRT and DI can be unpacked in the South African context, we point out that CRT and DI can enable lecturers to better engage learners in their classes by providing context-relevant content, authentic learning activities and fair assessments. Economics lecturers can draw on students’ intrinsic motivation by offering a menu of learning activities to help students connect their learning with their socioeconomic backgrounds and the realities of their life in South Africa. The chapter argues that despite the learning opportunities related to transnational academic staff being underrated, mobility within the Southern African region is expected to benefit researchers, university lecturers, and their institutions. Further, transnational mobility can facilitate research and teaching collaboration and capacity development.