Black in white: The private and public lives of black alums in Cape Town private schools

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dc.contributor.advisorDubbeld, Bernarden_ZA
dc.contributor.authorMujulizi, Mukisaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Sociology and Social Anthropology.en_ZA
dc.date.accessioned2022-11-23T10:56:08Z
dc.date.accessioned2023-01-16T12:48:19Z
dc.date.available2022-11-23T10:56:08Z
dc.date.available2023-01-16T12:48:19Z
dc.date.issued2022-12
dc.descriptionThesis (MA)--Stellenbosch University, 2022.en_ZA
dc.description.abstractENGLISH ABSTRACT: This thesis explores the private and public lives of Black alums in Cape Town private schools. The thesis is interested in understanding whether elite schools are truly becoming more inclusive in 21ˢᵗ century South Africa, or if their attempt to reproduce elite status has meant the transmission of “Whiteness” and the alienation of Black students. I begin by exploring the history of education in South Africa and how elite schooling is rooted to this history in such a way that affects 21ˢᵗ century Black students who attend these schools. I show how Whiteness emerges in this history of elite schooling, and continues to be experienced in contemporary post-apartheid South Africa, even if its meaning may not be fixed or constant. Whiteness takes the form it does because private schools, like the ones explored in this thesis, seek to emulate elite schools that are tied to the British colony. In this pursuit of an ’eliteness’ a set of tones and codes emerge that schools nurture in their students, one that may produce alienation for Black students inside and outside of this space. I therefore look at the ways in which Black students have existed in these spaces that can often be quite hostile to their existence. I further theorise the class experience of students at these schools and try to establish how race and class might intersect at elite schools. I further show that queer students also face similar rigid structures within these schools that force them to interrogate their identities in such a way that cisgendered, heterosexual students do not. This thesis relied on a qualitative method of analysis, drawing on 10 interviews with Black alums of two private schools. I supplemented these data with some of my own experiences of one of the two private schools. This allowed me to recognise the relations and intersections between race, class, gender, and sexuality in these spaces which became the basis for my chapters.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie tesis verken die private en publieke lewens van Swart alums in privaat skole in Kaapstad. Hierdie tesis is geintereseerd daarin om te verstaan of elite skole werklik meer inklusief raak in die 21ste eeu in Suid-Afrika, en of hulle poging om elite status te reproduseer eerder die transmissie van “Witheid” en die vervreemding van Swart studente beteken. Ek begin deur die geskiedenis van onderwys in Suid-Afrika te verken en oorweeg hoe elite skoolopleiding gewortel is in hierdie geskiedenis op so ’n wyse dat Swart studente, wat hierdie skole bywoon in die 21ste eeu, daardeur geaffekteer word. Ek wys hoe Witheid na vore kom in hierdie geskiedenis van elite skoolopleiding, en hoe dit steeds ervaar word in kontemporere post-Apartheid Suid-Afrika, selfs wanneer die betekenis van Witheid nie altyd beslis of konstand is nie. Witheid neem die form aan wat dit doen omdat privaat skole, soos die skole wat in hierdie tesis verken word, poog om elite skole wat aan die Britse kolonie gekoppel is, na te volg. In hierdie strewing na ’n ‘elitheid’ kom ’n stel tone en kodes na vore wat skole in hulle studente koester, een wat binne en buite hierdie spasie vervreemding vir Swart studente mag veroorsaak. Ek kyk dus na maniere waarin Swart studente bestaan in hierdie spasies wat dikwels nogal vyandiggesind teenoor hulle bestaan kan wees. Ek teoretiseer verder die klas ervaring van studente in hierdie skole, en probeer om vas te stel hoe ras en klas by verskillende interseksies met mekaar mag kruis by elite skole. Ek wys verder dat queer studente ook gekonfronteer word met soortgelyke rigiede strukture in hierdie skole, wat hulle forseer om hulle identiteite te ondersoek op ’n wyse wat cis-geslag, heteroseksuele studente nie doen nie. ’n Kwalitatiewe metode van analise is toegepas op 10 onderhoude met Swart alums van twee privaat skole. Dit het my in staat gestel om die verhoudings en interseksies tussen ras, klas, geslag, en seksualiteit in hierdie spasies te herken, wat die fondasies vir my hoofstukke geword het.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentv, 123 pagesen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/126066
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectFeminism and educationen_ZA
dc.subjectPrivate schools -- Multicultural education -- South Africa -- Cape Townen_ZA
dc.subjectPrivate schools -- South Africa -- Cape Town -- Alumni and alumnaeen_ZA
dc.subjectRace discrimination -- Private schools -- South Africa -- Cape Townen_ZA
dc.subjectPost-apartheid era -- South Africaen_ZA
dc.subjectHomosexuality and educationen_ZA
dc.subjectHomophobia in schoolsen_ZA
dc.subjectGender identity in educationen_ZA
dc.subjectPrivate schools -- South Africa -- Cape Town -- School environment -- Social aspectsen_ZA
dc.subjectRace relations in school managementen_ZA
dc.subjectUCTD
dc.titleBlack in white: The private and public lives of black alums in Cape Town private schoolsen_ZA
dc.typeThesisen_ZA
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