Understanding Integration and Policy Challenges Facing Multicultural Schools in South Africa

Autor/inn/en	Machaisa, Pertunia R.; Mulaudzi, Lindiwe
Titel	Understanding Integration and Policy Challenges Facing Multicultural Schools in South Africa
Quelle	In: Africa Education Review, 16 (2019) 6, S.66-81 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Machaisa, Pertunia R.) ORCID (Mulaudzi, Lindiwe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1464698
Schlagwörter	Educational Policy; Cultural Pluralism; Racial Integration; Foreign Countries; Critical Theory; Race; Teacher Attitudes; Public Schools; Policy Analysis; Minority Group Students; Equal Education; Educational Change; Social Change; Teacher Education; Educational Legislation; Language of Instruction; Equal Opportunities (Jobs); South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Kulturpluralismus; Rassenintegration; Ausland; Kritische Theorie; Rasse; Abstammung; Lehrerverhalten; Public school; Öffentliche Schule; Politikfeldanalyse; Bildungsreform; Sozialer Wandel; Lehrerausbildung; Lehrerbildung; Bildungsrecht; Schulgesetz; Teaching language; Unterrichtssprache; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf
Abstract	This article reports on research that investigated integration challenges in multicultural schools. The inquiry followed a qualitative approach, using interviews, focus groups and open-ended questionnaires. The understanding of the integration of multicultural challenges in schools was done through the lens of critical race theory (CRT). Individual interviews were conducted with eight principals, followed by focus groups with 34 teachers, together with open-ended questionnaires which were administered to 82 participants. The findings revealed that policies on school integration present opportunities for integration but do not address the challenges of diversity in schools. The research highlighted the problem that integration is not recognised in schools although it is mandated by government policy. The research conducted highlighted the fact that it is not easy to implement a policy on integration because some schools do not see so-called "colour" in the learners. Schools alone cannot deal with and remedy the inequalities and segregation in multicultural schools, and communities should help at all levels to achieve positive transformation in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01