Black African Parents' Narratives on Apartheid Schooling and School History

Autor/inn/en	Langa, Mauricio; Wassermann, Johan; Maposa, Marshall
Titel	Black African Parents' Narratives on Apartheid Schooling and School History
Quelle	In: Perspectives in Education, 39 (2021) 3, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Langa, Mauricio) ORCID (Wassermann, Johan) ORCID (Maposa, Marshall)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v39.i3.2
Schlagwörter	African Americans; Parents; African American Students; Racial Segregation; Foreign Countries; High School Students; Critical Theory; Race; Courses; History Instruction; Science Instruction; Mathematics Instruction; Social Mobility; Middle Class; Success; Racial Bias; Social Influences; Student Experience; Curriculum; Course Selection (Students); South Africa + Suchen Sie Ihr Suchwort? Afroamerikaner; Eltern; African Americans; Student; Students; Schüler; Schülerin; Studentin; Rassentrennung; Ausland; High school; High schools; Oberschule; Kritische Theorie; Rasse; Abstammung; Kursangebot; History lessons; Geschichtsunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Soziale Mobilität; Mittelschicht; Erfolg; Racial discrimination; Rassismus; Sozialer Einfluss; Studienerfahrung; Curricula; Lehrplan; Rahmenplan; Course selection; Kurswahl; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper was motivated by the anecdotal experiences of the lead author on the views of middle-class Black African parents who did their schooling under apartheid and who were parents of high school learners in contemporary post-apartheid South Africa. In this paper narrative inquiry was used to engage with ten purposively selected Black African parents. In the process their narratives of schooling under apartheid and the parental choices they made on the subjects their children studied were constructed. As a theoretical lens Critical Race Theory was used to allow the parents to tell their counter-stories. These parents were adamant that their children should not study history. This was partially rooted in their own apartheid-era schooling experiences. For the most part the Black African parents tried to live their unfulfilled dreams and ambitions through their children by getting them to study science and mathematics as this was directly linked to upward-mobility, middle-classness, prosperity and success. While school history in the post-apartheid context was lauded and appreciated, the prevailing sentiment was that their children should steer clear of it. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01