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This study explored approaches to diversity among teachers in racially-integrated school environments in the unique South African climate of transformation. Twelve teachers from urban, public, racially-integrated high schools participated part in two focus group discussions which were thematically analysed. Teachers articulated their understanding of diversity as the interplay between difference and sameness, but were inclined to prioritise sameness. Most teachers valued the established ethos and identity of the school, but reiterated the value and importance of embracing diversity in an integrated environment. A high priority was placed on the role that a multicultural school environment play in preparing learners to become valuable members of a global and multicultural society. To bring the commitment towards racial integration to fruition and to truly utilise diversity as an asset, teachers should be supported and equipped with the competence to manage the nuances, complexities, and contradictions in approaching and valuing the notion of diversity.

School as a “stage of life”: approaches to diversity among teachers in racially-integrated schools