ABSTRACT
An accumulation of societal changes around the globe have placed education systems in a series of quandaries. Educators are being asked to implement policies that will enhance social cohesion in contexts where social identities of citizens and non-citizens range from being hybrid in multiple as well as singular ways. These identities do not necessarily have any biological dimensions, despite assertions by a former chief schools inspector of schools, who states that children of middle-class professionals have “better genes” (The Guardian, May 19, 2009). In other words, working class children singular identities which made them only able to follow practical subjects. All of them raise extremely complex issues for educators. There is also an enormous amount of stress on the rights of the children and people in general. However, teachers, schools and the curricula are not prepared to deal with these complex issues because the politicians have abrogated from their own responsibilities by not developing inclusive, socially cohesive and equality-based public and social policies. Schools and teachers generally do not have supportive legislative and legal environments in which to develop effective teaching and learning strategies within currently complex and unequal societies (Gundara, 2003).
