The various methods of data collection revealed that positive racial integration does not take place in school. The monster of racism and inequality lives in the hearts and minds of the people.
RESEARCH METHODOLOGY
Category B was sub-titled Micro Category and dealt with the interaction of students in the classroom and on the playground. The school cloakroom, which operated during breaks, was in the administrative block.
THE SIGNIFICANCE OF THE STUDY The findings of the study could be useful to
The findings of the research will benefit the school studied by uncovering the processes of integration, allowing students and teachers to re-examine their interactions and the school to interrogate its policies and organization with the aim of adapting them for positive change.
LIMITATIONS OF THE STUDY
This chapter juxtaposes personal experiences of integration into a multiracial school and the history of racial integration in South Africa to interrogate the nature of racial integration in post-apartheid South Africa.
CHAPTER OUTLINE
CONCLUSION
The first chapter expressed concerns about student integration, institutional paralysis in a changed socio-political reality, and the need to focus on education for social justice. These concerns, although passionately expressed, are generalized and need to be set against existing theoretical and conceptual frameworks to be properly understood. This chapter thus presents a review of the literature related to social justice, racial integration, and the theoretical framework within which this study is situated.
EDUCATIONAL CHANGES IN SOUTH AFRICA
INTEGRATION AND DESEGREGATION
The school's institutional patterns and arrangements, attitudes and behavior patterns of students and teachers in minority and majority groups must be changed. The assimilationist approach tries to make the foreign (minority) student fit into the school's existing ethos. She found that black students entering the former Model C schools had to adapt to the school's ethos.
Should the language and culture of minority students be overlooked within the school in favor of equalizing opportunities for minority students through the attainment of proficiency in the dominant English language. A fundamental criticism of the multicultural approach is that it still sees, implicitly and explicitly, race, religion and the dominant culture as the norm and that schools must ensure the coexistence of minorities. However, more fundamentally, it does not respect the culture, religion and race of the person who is expected to teach respect and tolerance of minority race, religion and culture.
ANTI-RACIST EDUCATION
The effectiveness of workshops to eliminate cultural and behavioral traits of teachers is questionable because these are deeply ingrained character traits that cannot be eradicated by workshops. Multiculturalism expands the goals of multicultural education to include the eradication of white racism, the oppression of women, people of color, homosexuals, and the poor. The challenge for multiculturalism lies in effectively bridging the gap between celebrating cultural diversity with an emphasis on difference and promoting a non-racial, non-sexist society.
Will a focus on non-racism and non-sexism dilute and eventually eradicate the rich cultural diversity that permeates our country. What role does language play in preserving culture? Because the dominant culture is racist, the curriculum must be freed from racial texts, practices, and influences. Given the history of racial classification in South Africa, should we dare go back to racial classification just to eliminate racist practices.
RACE AND RACISM
The current practice of leaving it up to the school to determine how integration happens is very dangerous. Assimilation is clearly insufficient in the development of a new South African society based on the recognition of our racial and cultural diversity, while multicultural education, multiculturalism and anti-racist education have as their focus an emphasis on diversity at the expense of unity.
CONCLUSION
Using a purposive sampling technique, the principal, the two deputy principals and 2 educators, one male and one female, were selected. The principal and the two deputies were chosen to give insight into the school's organization. The female educator slash guidance counselor would be able to provide me with information on whether there had been any reported incidents of racial conflict or racial tension in the school. The target population of learners for my study on racial integration in school was a 10th grade class that I taught.
In addition, the class had a ratio of African to Indian students that reflected the school population. Each group consisted of two men and four women, a gender distribution that reflected the school and class composition. The smaller focus groups would give me the opportunity for an intense dialogue about their thoughts and attitudes towards racial integration.
THE INSTRUMENTS USED
- INTERVIEWS WITH EDUCATORS
- INTERVIEWS WITH FOCUS GROUPS
- OBSERVATION OF LEARNERS
- DOCUMENT ANALYSIS
Therefore, questions or statements or words presented may have been understood differently by each of the respondents. The interview was conducted in an informal manner, where the participant was informed about the purpose of the study and the confidentiality of their answers. The sessions had to be continued over three consecutive interval breaks for me to review the broad categories of questions I had structured. Recording responses in shorthand and then reading them to the group minimized the disruptive nature of the short sessions as I was able to pick up the threads at the next session quite easily.
Recording the responses was made easier as response choices that only highlighted issues of racial integration were recorded. The observation of learners alternated with the interview sessions conducted with educators and learners and the administration of the questionnaire to the learners and educators. The review of the documents was done with the understanding that schools had both covert and overt policies, that is, the written policies and the unwritten policies found in the behavior and assumptions that determined the ethos of the school.
DIFFICULTIES ENCOUNTERED
The school's admissions policy, curricula and timetables, the student code of conduct, the school's vision and mission statements, the constitution of the school's governing body, the budget, correspondence to parents and the school's magazines, newsletters and yearbooks were reviewed. to determine: ./ Whether there had been organizational or political changes during.
LIMITATIONS OF THE RESEARCH DESIGN
ANALYSIS OF DATA
CONCLUSION
- CURRICULUM CHANGES
- INTEGRATION OR RESEGREGATION
- BARRIERS TO INTEGRATION
- ATTITUDES AND PERCEPTIONS
- CONCLUDING COMMENTS ON EDUCATOR INTERVIEWS
All felt strongly that the African learners' culture was not celebrated equally with the dominant culture and that the staff demographics did not reflect the demographics of the province. One of the deputy principals cited the introduction of isiZulu as part of the curriculum as evidence of the school's encouragement of racial integration. He claimed. While the level one educators were critical of the school's lack of a policy of racial integration, they had no alternative to offer.
A recurring position of the teacher was that the demographics of the school should be reflected in the teaching staff. They also believed that the workforce should be representative of the school's demographics. Language was seen as the single most important barrier to the integration of African students into the school ethos.
KEY FINDINGS FROM THE FOCUS GROUP INTERVIEWS
Interestingly, the barriers identified by the learners were similar to those identified by the educators. They felt it was because there were almost only Indian teachers at the school. Where educators saw the lack of fights between African and Indian learners as evidence of positive racial integration, the learners did not seem to connect fights between learners as indications of racial integration.
The answers that emerged from the students' focus group interviews confirm the teachers' answers on many points. There was consensus among students that the school's policies were not discriminatory and that there were no barriers to racial integration other than language and cultural differences. Everyone agreed that the school's policies and organization, while promoting racial integration, had had limited success. The students expressed the teachers' concerns about the lack of African teachers at the school.
OBSERVATION OF LEARNER INTERACTION
They reported that there had been fights between African and Indian boys, but there were no racial tensions at school. Implicit in healthcare is the idea that racial polarization should not occur. Outside of school, the pattern of socialization by students of different races, due to historical and socio-economic factors, would remain the same for the foreseeable future.
DOCUMENT ANALYSIS
CONCLUSION
INTRODUCTION
Our schools then attract students who live together at their school and then live together in their community. Waiting for external agencies to drive change is a recipe for disaster and a good vehicle for blame. 'Waiting for the Ministry of Education' was a mantra uttered when questions about implementation were raised.
For teachers, it determined the student's ability or lack thereof. However, educators never saw this barrier as discriminatory. Nor did they even consider the possibility that the school could be restructured to accommodate the students through curriculum provision and teaching strategies. Educators and students alike were firmly and unconsciously rooted in the immutable inviolability of the school – everything else had to be adjusted to feed into the ethos of the school.
RECOMMENDATIONS
THE DEPARTMENT OF EDUCATION
Provide ongoing workshops for educators and administrators on teaching and assessment strategies for multicultural schools and monitor their implementation.
CONCLUSION
1996. The racial integration of schools: a review of the literature on the experience in South Africa. Durban: Education Policy Unit, University of Natal. 1993.' Just kind of fumbling in the dark': a case study of the advent of racial integration in South African schools. You have been selected to complete this questionnaire on racial integration among learners at your school.
Section B will deal with your perceptions and attitude towards racial integration among learners at your school. INTERVIEW SCHEDULE 2: Semi-structured interview involving learners' perception of school policies and organization and whether they promote or prevent racial integration and learners' perceptions and attitudes towards racial integration in the classroom and on the playground. The purpose of the interview was to cross-validate the educators' answers with the learners. To also determine whether the school's policies and organization had an effect on the racial integration of the learners.
MACROCATEGQRY: SCHOOL POLICY AND ORGANIZATION!
The questions are divided into two categories, namely the macro category that deals with the policy and organization of the school, and the micro category that deals with the interaction of students in the classroom, on the playground and, if possible, in the community as a whole.
