The work explores the nature and impact of cross- culturalism in
schools in Zimbabwe. The tumour of this phenomenon is a cause of
concern affecting the education delivery system, as society has
become a globalised village. The study contends that the decisive
encounter of cross-culturalism is a paradox because it can be
pedagogically enriching and also disastrous. Schools constitute one
of those social institutions that currently are smarting from
cross- cultural decay in light of the fact that the Zimbabwean
society is prey to various ethnic cultures. This trend is
unstoppable. In the backdrop of this, the need for a multicultural
education becomes current. Multicultural education will offer new
ethos to 'arrest' the rot that schools are facing. The implications
call for the changing practical and conceptual roles of education
practitioners in multiple ways, which range from the demand for new
professional attitudes, fusion of teaching methodologies and to
fresh curriculum planning.
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