Abstract:

Post-apartheid education in South Africa has resulted in learners from diverse cultural, racial, ethnic and linguistic backgrounds in the schooling system. This has had implications for teaching and learning, necessitating pedagogic approaches that cater to diverse learner needs. Culturally Responsive Teaching (CRT) is a pedagogic approach, that recognises and incorporates the cultural backgrounds of learners into teaching practices, thus promoting inclusive and equitable education. This aligns with South Africa’s post-apartheid educational goal to ensure inclusivity and equity in education and the global Sustainable Development Goal 4 related to quality education. The aim of this study is to investigate the evolution and impact of research on CRT focusing on pre-university education in South Africa, through a bibliometric analysis. The study involves a comprehensive analysis of 1909 publications from the Scopus database, covering the period 2000 to 2023. Using VosViewer, the study maps key citation patterns, identifies emerging research trends, and highlights influential works and authors in the field. The geographic distribution and thematic exploration of research contributions are also examined to understand the global and local contexts of CRT research. The findings reveal a significant increase in attention to CRT, particularly in the past decade, emphasising its role in promoting equitable and inclusive education. The study highlights contributions from South African and international scholars, which spans education, social sciences, and economics, showcasing the interdisciplinary nature of CRT research. Additionally, the study uncovers gaps in empirical research on the practical application of CRT in high school settings, pointing to a need for further exploration in this area. These insights are crucial for educators, policymakers, and researchers dedicated to enhancing the inclusivity and quality of pre-university education in culturally diverse environments. This study serves as a foundational reference for future research, advocating for greater collaboration and knowledge sharing to address the educational needs of diverse student populations in South Africa.

Keywords:

Culturally Responsive Teaching, Pre-University Education, High School, Bibliometric Analysis, South Africa, Educational Equity.