Managing racial integration in South African public schools : in defense of democratic action

Mafumo, Thinavhudzulo Norman (Stellenbosch : University of Stellenbosch, 2010-12)

Thesis (PhD (Education Policy Studies))--University of Stellenbosch

Bibliography

Thesis

ENGLISH ABSTRACT: This dissertation explores the lack of racial integration in public schools in South Africa. The main argument of this study defends a deliberative conception of racial integration that builds on previous, more limited, conceptions such as assimilation, integration, multicultural education and antiracist education. In this work I further narrate my story in relation to encounters with issues of race, thereby contextualising the topic. I argue that philosophy of education can be used as a tool to explore and illuminate the educational dimensions of a major philosophical problem, that is, racial integration. I further offer a historical account of racial integration, mapping three interrelated phases of such integration in South African public schools, namely the colonial/apartheid period, the democratic period and the post-democratic period. The dissertation also offers a conceptual account of the major theoretical understandings that constitute racial integration. It furthermore investigates racial integration as it is currently unfolding in South African public schools and simultaneously points out the limitations of this project. I argue how and why the lack of effective and genuine racial integration results in social injustice. Moreover, I advance an argument for deliberative racial integration in South African public schools; a notion that, it is hoped, could address some of the weaknesses associated with the present form of racial integration in South African public schools. The study also identifies the implications of deliberative racial integration for school governance, management, leadership, and teaching and learning.

AFRIKAANSE OPSOMMING: Hierdie proefskrif behels 'n ondersoek na die gebrek aan rasse-integrasie in openbare skole in Suid-Afrika. Die hoofargument in die studie is 'n verdediging van .n beraadslagende begrip van rasse-integrasie wat op vorige, meer beperkte, begrippe soos assimilasie, integrasie, multikulturalistiese onderwys en anti-rassistiese onderwys voortbou. Ek konseptualiseer die onderwerp aan die hand van 'n narratief van my eie ervaring ten opsigte van aangeleenthede wat met ras verband hou. Ek argumenteer dat filosofie van die onderwys aangewend kan word om die onderwysdimensies van 'n beduidende filosofiese probleem, naamlik rasse-integrasie, te ondersoek en te belig. Ek bied verder 'n historiese oorsig van rasse-integrasie deur te verwys na die koloniale/apartheidstydperk, die demokratiese tydperk en die postdemokratiese tydperk. Die proefskrif bied ook 'n konseptuele verslag van die vernaamste teoretiese beskouinge wat rasse-integrasie uitmaak. Die studie behels voorts 'n ondersoek van rasse-integrasie soos dit tans in Suid-Afrikaanse openbare skole ontvou en dui terselfdertyd op die beperkinge van die projek. Ek argumenteer hoe en waarom die gebrek aan doeltreffende en ware rasse-integrasie sosiale ongeregtigheid in die hand werk. Verder ontwikkel ek 'n argument vir beraadslagende rasse-integrasie in Suid-Afrikaanse openbare skole; 'n idee waarmee, so word gehoop, die gebreke wat met die huidige vorm van rasse-integrasie in Suid-Afrikaanse openbare skole geassosieer word, die hoof gebied kan word. Die studie identifiseer ook die implikasies van beraadslagende rasse-integrasie vir beheer van skole, bestuur, leierskap en onderrig en leer.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/5141
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