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This paper argues for a concept of 'multi-lingualism' as a cultural construct that could make South Africa's constitutional right possible through education. It illustrates how a broader understanding of linguistic, ethnic and racial expressions and artefacts could help refine the existing narrow and deeply entrenched conceptions of the country as multi-lingual. The paper argues that recognising all heritages would, in the first instance, require critical engagement with the conception of culture existing in the country and subsequently the self-concepts of its various peoples. On the basis of, amongst others, Giroux's viewpoints, it argues for a conception that can facilitate satisfactory cooperation in various spheres of involvement in a people's lives. Finally, particular attention is given to challenges that need to be addressed in developing dialogues that can promote culturally relevant ways of educating across ethnic, national, regional and continental boundaries.
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