This research explores the experiences of African learners in a school in which they constitute the minority. The aim of the study is to investigate how African learners perceive of their day to day experiences in an ex-House of Delegates school that still has a predominantly Indian learner population. The study was conducted in a primary school situated in a small suburb south of Durban. Ten African learners from grade seven were interviewed through semi-structured interviews in this qualitative study. This was followed by a focus group discussion with the ten respondents to further investigate specific issues and to serve as a debriefing since strong emotions had surfaced. Interviews were recorded on audiotape, and non-verbal indicators were recorded in the form of written notes. Non-participant observations were also conducted on the playgrounds. The content analysis method was used to analyze the data. Themes were identified and related to the conceptual framework of the study. The analysis revealed that learners experienced various exclusionary pressures as African learners in a predominantly Indian school. Unequal power relations are perpetuated through the intersection of race, class and ability as well as through a hidden curriculum. Racism as a form of oppression was evident in the racist name-calling and racist stereotyping. There appears to be a lack of a caring pedagogy as African learners feel marginalized. The findings reveal the need for a whole-school policy on anti-racist education. In addition, educators need training to help them interrogate the cycle of socialization to which they have been exposed. The implications are specific to the context. The formulation of a whole-school policy on anti-racist education and an educator intervention program are some of the recommendations. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

The study is an exploration of the processes of racial integration within a school. The purpose of the study is twofold: 1. To understand the pattern, extent and nature of racial integration between learners in the classroom and on the playgrounds. 2. To determine whether there are any barriers that prevent the interaction of learners of different races. The school that was selected to participate in the research was an ex-House of Delegate's secondary school in KwaDuguza in the province of KwaZulu-Natal. The participants in the study were the principal, two deputy principals, two level one educators and two focus groups of African and Indian learners. Each focus group was made up of six learners, two males and four females. They were representative of the gender and racial composition of the school. The research was a case study that used various qualitative methods of data collection. A questionnaire was administered to a selected sample of educators and learners to determine attitudes and perceptions of racial integration. These were followed up by semi-structured interviews that allowed the researcher to probe deeper into issues raised in the questionnaire. A week's observation schedule of learners in a classroom and the learners on the playground was conducted. This was followed by a review of school documents. The varied methods of data collection revealed that positive racial integration is not taking place in the school. Although the educators and the learners are aware of the need for a fundamental change in the policies, organization and curriculum of the school they are unsure of how these changes need to be effected and what the nature of the change should be. In the absence of any concrete directions from the Education Department, an 'adds on' approach to integration is used . The result of such an approach is the polarization of learners along racial lines. The study concludes with recommendations for educators and the Department of Education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

Sociopolitical changes in South Africa have impacted on the education system in ways which have in turn affected the day-to-day running of schools. Changes in education policy such as cuts in state funding and redistribution of teachers have led to large classes and heavy timetables for the teachers at Queensville school. Constitution-invoked le_g;;isnlation such as the abolishment ----cor oral punishment and the disallowance of either principal or governing body from expelling a learner, has placed further pressure on teachers to find alternative ways of maintaining order in the school and classroom. Set against the background of a changing school, within the context of wider educational changes both in South Africa and internationally, this research examines the management..Qtdis..ciplin by exploring the experiences of the teachers of Qu-e-e-n,sville High. Particular focus is given to their opinions and the strategies they have adopted in order to cope. Data was collected over a period of several mon~s through observation, conversations, in1eryiews d.isq.l.~§iQn groups and j3 questionnaire. This was analysed and presentation was made in four sections. Firstly, a description was given of the school. Secondly an examination was made of types and patterns of discipline problems experienced by the teachers, and underlying and exacerbating causes. Thirdly a review was made of discipline management strategies used in the school: both individual and collective. Finally th~ views of the teachers about discipline were recorded. This data formed the basis for discussion of discipline management in South African schools / Thesis (M.Ed.) - University of Natal, 2000.

President Mandela, in his inaugural speech of 1994, inscribed the metaphor of a / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.