Exploring Challenges and Opportunities of the Social Justice Philosophy in Education in South African Private Schools: Differentiated Instruction, Linguistic Diversity, Equity, and Inclusion

Abstract

This systematic literature review analysed peer-reviewed articles that explored challenges and opportunities of differentiated instruction, social justice, and linguistic diversity in South African private schools. The results found out that curriculum policies promote bilingualism and multilingualism, with support for teacher training and inclusive methods. However, resource limitations and resistance to change hinder implementation. Despite these challenges, opportunities exist with differentiated instruction, catering to diverse learners, especially multilingual students. The study recommends revision of language policies for social justice, on-going professional development in multilingual education, fostering parental collaboration and continuous monitoring and evaluation. Early English language instruction, alongside indigenous language preservation, is crucial. Balanced programs that promote linguistic diversity can empower students. By overcoming challenges and leveraging opportunities, South Africa can create equitable and inclusive classrooms