Abstract:
Cultural conflict is rampant in diverse societies and in schools, particularly. It manifests in both subtle and overt ways, permeating the whole school environment. The purpose of this study was to investigate the nature and extent of conflict in schools administered by mines in Zimbabwe, so as to suggest a suitable education strategy. The qualitative research approach of the study was executed anddocument analysis, face-to-face interviews and focus group discussions as well as classroom observation were used to collect data. Three school administrators, three School Development Committee (SDC) members, two company managers, three Grade 2 teachers and thirty Grade 6 learners were purposively selected to participate in the study. It emerged from the study that conflict was attributable to teachers with no command of language(s) spoken by the school-going population and who also lacked training and aptitude for the task of dealing with language and cultural diversity in the classroom. It was also found that cultural conflict as described above could be reduced by establishing well-resourced language learning centres that fostervalues such as respect, tolerance and dialogue.
