While South Africa's new democracy has meant that schools are now open to all, there is still racism in our schools. The changes in schools have in some cases exacerbated racial tensions and mistrust. Teachers everywhere are struggling with the changing dynamics of their classrooms and schools. There is much talk about how to work against racism. Various programmes and schools have developed different ways of dealing with it. All have particular ideas about how best to counter it. Resisting Racism aims to discuss and understand the beliefs and assumptions underlying many of these approaches. We look at the theories behind the different practices, present a range of ideas to illustrate them and consider their limits and possibilities. The book is a starting point for teachers and schools to reflect on their practices and help them to work out new strategies in the classroom and school. The approaches described will probably work best if they are used together, specially adapted to the specific context in which they are to be used. In the first part of the book we look at psychological and sociological explanations of why people are racist. Four different ways of looking at the issues are described. Each suggests practical ways of dealing with racism in the classroom and in the school. Chapter Three, on multi-cultural and anti-racist education, covers similar ground but from a slightly different angle, looking at curriculum debates about race, culture and equality. The final section looks at the concerns that many teachers have every day, such as "How can I deal with the language problem?" and "How can I involve parents in these issues?" In discussing these questions we have tried to use current theory to inform the practical ideas suggested. You will discover that this book is not neutral. It does have a point of view. It seeks to explain the limitations of assimilating students into a status quo and asks that schools take a critical look at their policies and practices. There are no easy answers or quick solutions. However thinking about and understanding the issues of racism and the ways in which it may be resisted can only bring us closer to positive change.

No abstract available. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

This study examines the reasons why South African higher education institutions are still faced with major discrimination against black women, black people in general and people with disabilities. The study was prompted by the recognition that there is a discrepancy between the national employment policies and their interpretation and implementation in public higher education institutions. The study explores the implementation of the Employment Equity Act (EEA) in the employment of academic staff in higher education institutions (HEIs) in KwaZulu Natal (KZN). Historically, in the South African context, the issues of gender and race are closely interwoven. For this reason, it is impossible to consider gender issues without reference to race. Further, the broad principle of employment equity is that the workplace should reflect diverse groups within the population. In recent years the greatest publicity and attention has been given to issues of representivity in terms of race and gender, and only now are people with disabilities being given rightful access to workplace opportunities. One of the aims of the study is to examine the gap between policy formulation and policy implementation. Linked to this is the tension between national policies and institutional policies. The purpose of this study is to evaluate and assess the implementation of the Employment Equity Act in the appointment and promotion of academic staff in higher education institutions in KwaZulu Natal. The study was carried out in HEIs in KZN. Only universities and technikons were included in this study. Out of seven higher education institutions in KwaZulu Natal, five were selected. These are: University of Durban Westville (UDW), University of Natal (NU), University of Zululand (UniZul), Technikon Mangosuthu (Mantec) and the Durban Institute of Technology (DIT). University of South Africa (UNISA) (Durban branch) and Technikon South Africa (TSA) (Durban Branch) will be excluded from the survey simple because their head offices are out of the KwaZulu Natal region. Ten questionnaires were distributed to each higher education institution in KwaZulu Natal to be filled by two Vice Principals (who were selected randomly), two Deans of faculties (who were randomly selected), Director Human Resources, four Heads of Departments (academics selected randomly) and an Employment Equity manager. In total fifty questionnaires were distributed to the above-mentioned institutions. The key informants in this study were equity managers of each institution. Upon review of the interview transcripts it emerged that Employment Equity Act strategies were recognized as another vehicle of managing employees fairly and equally. Out of five transcripts analysed, three institutions accepted the Employment Equity Act and its strategies and two institutions interpreted the Employment Equity Act as another form of reverse discrimination against non-designated groups. From this study it appeared that in some institutions an attempt to implement an employment equity plan was made, but through lack of support from certain individuals from non-designated groups and lack of management support, the plans died a natural death. The study recommended that once the Employment Equity manager had been appointed or seconded she/he must immediately be relieved from his/her original duties so as to concentrate fully on employment equity issues. The study further recommended that intensive awareness programmes on the Employment Equity Act implications be emphasised especially to line managers. The Employment Equity Plan drawn must not be kept on shelves, but be communicated to everyone, especially the line managers. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.

Work on gender in education has only recently gained impetus in South Africa. The GETT report (1997) draws attention to the paucity of context-based and qualitative research in this area particularly with regard to the extent to "which knowledge, skills and attitudes developed by boys and girls through schooling are gendered, and the extent to which such factors as ... teaching practices and out-of-school experiences are involved" (GETT, 1997: 116). It was in specific response to the above area of concern that this project was conceived. In this light, the project provides a detailed analysis of a classroom in which the teacher taught (what she considered) a seemingly innocuous, 'gender neutral ' short-story to a grade 10 (standard eight ) class. An in-depth examination of how pupils interacted with the short-story as well as the teacher's approach to the text was undertaken to establish how a gendered discourse was generated and how that discourse fed into, or undermined, dominant hegemonic gender practices. In addition, a closer look at interactional processes (that is, learning styles and strategies; and teacher-pupil and pupil-pupil interaction) was conducted to uncover whether gender was implicated in their operation within the classroom. Hence, the project constitutes an attempt to explore the extent to which the text, pedagogical practices, and out-of-school (lived) experiences were involved in shaping the pupils' knowledge and understanding of their gender identities. The particular class of forty grade 10 pupils who formed the main focus of the study came from an ex-House of Delegates (HOD) secondary school at which I am presently a senior teacher of English. The school was established in 1961 in Asherville, a middle- to working class Indian residential area about 5 kilometres west of Durban's Central Business District. The school serves about 950 pupils from the surrounding areas of Clare Estate, Overport and Sydenham. It must be borne in mind that despite its location, there are pupils from as far as Umlazi, Chesterville and Kwa Mashu which are former apartheid townships for a largely African population. The complexity of this project required careful planning of the research design and methodology. The data drawn on here was collected using three different methods, namely, questionnaires; interviews; and classroom observation. The questionnaire was designed in a way to draw on the pupils' 'lived experiences' in order to understand how they positioned themselves with regard to the shaping of their ' masculinities ' and 'femininities'; and, to discover the kind of gender identities they were developing in response to the text. The primary aim of the interview phase was to solicit the pupils' attitudes towards their teacher's pedagogical approach to the text. It also involved participants reflecting on their own lives. The former was an attempt to understand how their sets of learned gendered experiences (which they brought with them into the classroom) interacted with the teaching-learning context. Because of my commitment to qualitative research, the data obtained was entirely the participants' personal reflections. The theoretical considerations underpinning the study are based on perspectives of gender and education with particular reference to the role that school textbooks play in the construction and articulation of gendered subjectivities and classroom interaction investigations of conversation (talk). Interwoven with the overall theoretical discussion will be post-structuralist feminist perspectives on language and gender. This contextual approach project demonstrated that the gendered meanings which were generated during the English lesson were deeply embedded in the variety of lived experiences and discourses that the pupils drew on to make sense of their lives. In other words, it showed how the text, pedagogical practices, and lived experiences interacted in shaping the pupils' gendered identities. Through the analysis of classroom interactional processes, it also became evident that although the teacher played a considerable role in influencing the pupils, they were not without agency as some of them were capable of resisting the ideologically hegemonic patterns and even influencing the teacher. Although constrained by some limitations, this research project has implications both for further research on discourse patterns in the classroom and for strategies to foster gender sensitive education. I believe that I have identified an important area in South African education which should be explored in much greater depth. Whatever the outcomes are of such comprehensive qualitative research, the urgency is still the same - to sensitise teachers to practices which subtly implicate gender differentiation in their operation within a classroom. It is hoped that teachers cognisant of the processes illuminated in the study may translate these insights into concrete action for change through collective efforts. / Thesis (M.A.)-University of Natal, 1998.

M.Ed. (Curriculum Studies) / The purpose of this study is to get parents of black pupils in the senior primary phase of state-aided (model C) schools to evaluate the curriculum. After a short period of gradually being opened to pupils ,of all races, schools which has obviously been-government schools became state-aided, or semi-private schools. This meant that school had the liberty to decide on their own admissions policy. Most English medium schools became-so called open schools, that is, they decided to admit pupils of all races. Although the target population for the curriculum had thus changed, there was no adjustment to the curriculum. Teaching carried on as it had always done, with there being no mention of any form of multicultural education; the schools became assimilatory schools. In order to determine the attitude of the parents and to gauge what could be done about this problem, this study was embarked upon. A literature study of the curriculum, multicultural education and parental involvement in their child's schooling, with particular reference to the curriculum, was conducted in order to serve as a theoretical background and to act as a yardstick against which conclusions and recommendations could be made.

M.Ed. (Multiculturalism and Education) / Please refer to full text to view abstract

M.Ed. (Multiculturalism and Education) / That we live in a very diverse multicultural society which is in the process of change is a reality. Education, as one of the social systems, needs to contribute to the establishment of sound intergroup relationships and eliminate the educational gap that exists within the south African society. To bring about this change we need a system which "will lead to recognising cultural values and differences among and between ethnic groups and individuals and will develop strategies that enhance communication, develop cross cultural understanding and awareness, which will lead to a more positive learning outcome" (Sieburth, quoted by Goodey, 1989:481). The possibility of opening government schools to pupils from the other population J groups was announced early in 1990. In her survey on private open schools Pam Christie found that the opening up of schools did not bring about a greater understanding of the complexity of the South African situation amongst the pupils (1990:99). To undertake the task of eliminating inequalities and help the people of South Africa to understand each other we need an education system which will be "focusing on the need of all pupils to feel creatively comfortable with 1987:7). The cultural diversity as the norm" The introduction of an educational system which is sensitive to the multicultural composition of the South African population will have to take into consideration the institutionalised discrimination which has become a feature of the South African social system and address this issue in an effort to bring about the enhancement of the self-concept of the disadvantaged pupils. The reduction and eventual elimination of prejudice will have to be a central strategy of a multicultural educational system. The important role to be played by teachers in an educational system of this kind is self-evident. Lynch expresses it as follows,"This task involves teachers in a redefinition of their role and an increased recognition of their responsibility for prejudice reduction and eradication as new goals for education in a democracy (Lynch, 1987:xi).

Thesis (MEd) -- Stellenbosch University , 1995. / Bibliography / ENGLISH ABSTRACT: The development in economics, science and technology, and politics characterises our world today. Nations have become interdependent to a degree never known before. Isolation of anyone nation from the world community has become unthinkable. This universal interdependence is also a reality on a national level amongst the people of the same country. What does the interdependence mean to education? Education must be regarded not as a series of individual compartments of learning and teaching but as a whole unit - as total preparation for life for humanity at all levels. This could be achieved by approaching education from a holistic perspective. Holism is a comprehensive world view which produces order and coherenc;e not only among the most recent discoveries in the empirical sciences, but also in aesthetics and morals. This study identifies the need for South Africa to establish an education system which emphasised unity and which aims to develop the full potential of all South Mricans. The persons involved in education should be regarded as integrated human beings. The physical, mental, emotional, and spiritual domain should be regarded as integrated aspects of the whole person. In keeping with this it is concluded that the whole education system needs to change from a segregated and fragmented system to an integrated and united system in order to meet the needs and expectations of the whole South African population. The apartheid education system was based on the traditional authoritarian approach to education and is to a huge extent the antithesis of a holistic approach to education. This system is described as well as the reaction of those who regarded themselves as victims of the system. The philosophy underpinning the apartheid system is also considered and compared with the philosophy of holism. In order to stay abreast of the dynamic changes that are occurring in South Africa and the world at large it is suggested that a new education system should follow a futuristic approach to education - knowledge that may dominate education today, may become obsolete tomorrow. / AFRIKAANSE OPSOMMING: Die ontwikkeling op die gebied van die ekonomie, wetenskap en tegnologie, en die politiek is kenmerkend van die hedendaagse wereld. Nasies het interafltanklik geword soos nog nooit te vore nie. Isolasie van enige gemeenskap in die wereld het ondenkbaar geword. Hierdie universele interafltanklikheid is ook 'n realiteit op nasionale vlak tussen mense van dieselfde land. Wat beteken die interafhanklikheid vir opvoeding en onderwys? Opvoeding moet nie as 'n reeks afsonderlike kompartemente van onderrig en leer beskou word nie, maar as 'n totale eenheid - as 'n totale voorbereiding vir die lewe van die mensdom op aile vlakke (Iewensterreine). Dit kan bereik word deur opvoeding vanuit 'n holistiese perspektief te benader. Holisme is 'n omvattende wereldsienswyse of -beskouing wat orde en eenheid skep, nie slegs onder die heel jongste ontdekkings in empiriese wetenskappe nie, maar ook in die estetiese en morele aspekte. Hierdie studie identifiseer die behoefte in Suid-Afrika om 'n onderwys-/opvoedingstelsel te vestig wat eenheid beklemtoon en wat ook ten doel het om die volle potensiaal van aile Suid-Afrika~ers te ontwikkel. Die persone betrokke by die opvoeding en onderwys behoort as geintegreerde mense beskou word. Die fisiese, intellektuele, emosionele en geestelike aspekte behoort beskou te word as integrale aspekte van die totale mens. Na aanleiding hiervan word tot die gevolgtrekking gekom dat die opvoedingstelsel in die geheel moet verander, naamlik van die van 'n gesegregeerde en gefragmenteerde stelsel na die van 'n geintegreerde en verenigde stelsel. Dit is noodsaaklik sodat aan die behoeftes en verwagtinge van die hele Suid-Afrikaanse bevolking voldoen kan word. Die apartheidsonderwysstelsel was op die tradisionele outoritere benaderingtotonderwys en opvoeding gebaseer. Dit is in 'n groot mate die antitese van die holistiese benadering tot onderwys en opvoeding. Hierdie stelsel, asook die reaksie van diegene wat hulle as slagoffers van die stelsel beskou, word ook beskryf. Die filosofiese grondslag van die apartheidstelsel word ook in ag geneem en met die filosofie van holisme vergelyk. Om gedurig tred te hou met die dinamiese veranderings wat in Suid-Afrika en oor die hele wereld plaasvind, word voorgestel dat 'n nuwe onderwys-I opvoedingstelsel eerder 'n futuristiese benadering moet volg - kennis wat vandag die onderwys en opvoeding domineer, is dalk weer more verouderd.

This thesis is concerned with the implications of the new South African education system based on the South African Schools Act, No. 84 of 1996 for educational performance and learners' enrolment in public schools. Central to the argument are the unfavourable consequences of the charging of school fees at public schools for learners from poor families. This is analysed based on a survey conducted in the Durban Metropolitan area between September and November 1998. As a legacy of apartheid education, inequalities between population groups are still evident (Chapter 1). One of the aims of the Act is the redress of past inequalities and permission to charge fees at public schools is seen as a measure to supplement the resources provided by the State (Chapter 2). Implications of school fees for school finance and redress of past inequalities between ex-departments are often discussed. However, little attention has been given to the impact of charging fees on learners' enrolment, which is the main focus of this thesis. There is a contradiction between permitting the charging of fees at public schools and the insistence on compulsory attendance in the Act. Given the financial constraints of South African schools, most schools are likely to adopt school fees. There may be many learners who may not be able to afford fees. Although the Act provides measures to prevent poor learners from being refused admission, it is questionable whether the measures provided by the Act function properly in practice. There would be poor learners who are effectively excluded from advantaged schools which charge high school fees. Past inequalities would not necessarily be redressed under the new system. As a result ofthe implementation ofthe Act, a kind of semi-privatisation within the public school sector could be introduced (Chapter 3). Analysis based on the research in Durban supports these hypotheses to some degree (Chapter 4). Recent incidents regarding the refusal by some public schools to admit learners on the basis of the parents' inability to pay school fees indicate the importance of this issue. Equal access to a basic education cannot be guaranteed under the current situation. Chapter 5 presents an alternative to the current system. If the State provided all public schools with the minimum operation costs necessary to run daily activities, the school would be able to substitute voluntary contributions for school fees. One possible way to release resources for this purpose is a reduction in personnel expenditure, including an acceptance of much higher pupil/teacher ratios. Although this is a controversial issue, it is inevitable for any society to seek a more productive system if it faces financial constraints. / Thesis (M.T.R.P.)-University of Natal, Durban, 1999.

This study sets out to investigate democratic participation in South Africa and the role that media play and can potentially play within this context. It considers a social movement, as one way in which citizens can organise themselves and make their voices heard to improve their chances of making a meaningful contribution to democracy. It employs Susan Bickford's theory of 'political listening', which offers a potential solution to the lack of political representativeness and inclusiveness, by focusing on the way citizens relate to each other through speaking, listening and dialogue. This study examines whether the interaction between learners and the social movement Equal Education could be considered 'political listening', and the current and possible role of the media within this context of participation. The study also attempts to develop and make a contribution to the language of description for the theory of political listening in order to map it onto the data. Using evidence or data gathered through observation of Equal Education's youth group meetings with learners and in-depth interviews with learners, youth group facilitators, Equal Education staff members and journalists, this study shows how the interaction amongst learners and between Equal Education and learners could be considered political listening and how the social movement works as a democratic project which offers learners an opportunity to exercise their citizenship. Furthermore, it also details the current role of the media and possible role of the media as perceived by Equal Education, learners and by journalists who report on Equal Education's activities. The study does not make conclusive claims about whether 'political listening' occurs between Equal Education and learners and the media because the study is exploratory in nature and involves a lot of trial and error when it comes to applying the theory of political listening to interview and textual data, which is a communication context that the theory is only beginning to chart.