Diversity “We need to better support our teachers”

Around 10,000 kilometers lie between Bochum and Cape Town, the city at the foot of Table Mountain. Mikhaila Steenkamp had covered this distance by October, when she began a research project at Ruhr University at the chair of Prof. Dr. Henrike Terhart. In this interview, the South African talks about her experiences on campus so far, her plans and her hopes for teacher training in South Africa - and she reveals her favorite German word.

Ms. Steenkamp, you've been here in Bochum for a few months now. How do you like it so far?
It's my first time in Germany and I'm really impressed. The people here are so friendly and welcoming. I feel very comfortable. I particularly like to walk through the Botanical Gardens during the lunch break. The gardens are beautiful, and the time spent in nature is so refreshing.

How did you come into contact with Ruhr University in the first place?
I came across Henrike Terhart's publications while researching the topic of diversity in teacher training. I really liked what she had to say about the importance of diversity in this context. And I really wanted to work with her and learn from her, so I contacted her. We talked and immediately connected well.

Where does your interest in the topic come from?
I began my career as a teacher. I taught English and History in South Africa and experienced first hand how difficult it is to live up to my ideals and ideas of the profession in everyday life. It was important to me to respond to the diverse backgrounds of my students in the classroom and at the same time I felt that I simply wasn't sufficiently prepared. I was also keenly aware that the help I got from my colleagues was the exception rather than the rule — most new teachers were not as lucky as I was, and I still became burnt out. And so I became interested in teacher training, professionalization, and diversity education research, so I can help create the changes I want to see.

What specific challenges did you face in South Africa?
There are major inequalities in the South African school system and in South African society in general. About 20 percent of schools – most of which were designated for white students during apartheid – are very well funded, and have very well-supported teaching staff and management. In contrast, 80 percent of schools, which are still attended by historically disadvantaged people of color, have major deficits in terms of infrastructure, resources, and teacher support. 

At the school where I taught, I could observe these deep inequalities day by day.

At the school where I taught, I could observe these deep inequalities day by day. Many of our students commuted to us from socio-economically disadvantaged areas, such as townships. We tried to close the educational gaps as much as possible and address the internalized feelings of inferiority of some of the students, for example, convincing them that they can learn and achieve academically. I tried to be there for them, to be a role model, and in doing so I came up against my own limits.

What would you like to see in teacher training in South Africa? 
First of all, teacher training in South Africa definitely falls short: in one route, you do a Bachelor's degree and after just one year of teacher training, you are sent to schools to teach full time. There is therefore a need for a meaningful program that introduces teachers to the profession step by step.
What is more, the administrative demands on teachers in South Africa are too high. They have to fulfill too many roles in addition to their actual role as a teacher: they are psychologists, mentors, confidants; many have to ensure that their students have enough to eat or to wear. It would be good if teachers did not have to carry these additional burdens. This is where school leaders, but above all the government, should come in.

What project are you pursuing here at Ruhr University?
I'm interested in how diversity is represented in the Master of Education program here at Ruhr University, framed by the NRW guidelines on this topic. What are the processes promoting positive engagements with, and responses to, diversity in NRW? And how are they being implemented? I will analyze the curricula and conduct interviews with teacher educators about their experiences with certain teaching content and methods.

What have you been able to discover so far? What is your first impression?
I am surprised at how seriously the topic of diversity is taken here on campus. A few weeks ago, I attended a meeting to which researchers involved in diversity on campus were invited. It was very impressive and inspiring. This is true for teacher training at Ruhr University, too. There is a much more structured process to prepare teachers for their profession. 

I'm experiencing how valuable the exchange between teachers and researchers from different countries is.

At the moment, I am also experiencing how valuable the exchange between teachers and researchers from different countries is. I think there is a lot of potential in that. You reflect on approaches, take away new ideas and pass on your own. For example, because of South Africa’s apartheid past, we have a long history of working to build a non-discriminatory and inclusive society. Our experiences can offer important insights for Germany. Both South Africa and Germany are struggling against inequalities in education, too, so there is potential to collaborate on finding solutions in this area. I wish there were more programs like my Fellowship.

In an ideal world...
...there would be more financial support for schools, and structures to support both newly qualified and experienced teachers. We need to ensure that teachers have the energy, mental capacity, and professional knowledge to be the transformative teachers they can be.