Represents an attempt to record what could be regarded as nascent events in a few schools that have the potential to grow into models of best practice in managing diversity. This monograph is suitable for educationists at various levels, policymakers and those involved in teacher education.

Background and context. Theoretical and conceptual framework: Customisation of the teaching and learning process; contextualised teaching process. Research methodology: The survey - perceptions of 'best practice' in desegregated South African schools; sampling procedure; sampling and selection of schools; response rates; data analysis; the case studies - peering into the desegregated classroom; data analysis; profiles of the case-study schools; teacher profiles for the case-study phase; a synthesis of school profiles. Research findings: The survey - perceptions of 'best practice' in desegregated South African schools; responses of teachers; responses of learners; responses of parents; responses of members of school governing bodies; responses of members of school management teams; the case studies - peering into the desegregated classroom; setting the scene - classroom climate curriculum delivery; interactions in a class of diverse learners; management of a class of diverse learners; the teacher as a role model; conclusion - effective practices for teaching a class of diverse learners. Analysis and discussion of findings: The survey - perceptions of 'best practice' in desegregated South African schools; transcending the theory/praxis nexus; teacher capacity development in multicultural and diverse classrooms; teaching and learning material; the nature and extent of social interaction in the school; school support; the case studies - peering into the desegregated classroom; the teaching and learning environment; pedagogy - how learning takes place social interaction and diversity management.