This study explored teachers‟ stories on race, racism and race relations at a primary school in KwaZulu-Natal. Internationally, race is a complex and challenging issue. A qualitative research design was used. The research methodology was narrative inquiry. Data was collected through individual interviews with 6 teachers: 3 females and 3 males. The participants were from three race groups designated as Indian, African and Coloured. The theoretical framing was Critical Race Theory and the theory of oppression. The study revealed the complex ways in which race and race relations play out at one desegregated school despite education legislation and policies that have been promulgated in South Africa to address racism at individual and institutional levels. The study identified key themes: who holds power?; „a monster that lurks in the dark‟; institutional racism at play; teacher emotionality and racism; and strategies of oppression, resistance and coping. A common experience that emerged is the exclusion and marginalisation of minority group teachers by the dominant group, evident in their everyday experiences at the school. Everyday racism is experienced by teachers as repetitive and accumulative, serving to maintain power in the school. The study revealed that the power of the dominant group is embedded in institution through the rules, norms and habits of the school. Institutional racism at the school allows those in power to limit opportunities and information to target groups. Teachers seem powerless in the face of institutional racism. Often oppressive practices reflect the intersection of race, gender, language and religion. This study highlighted that teachers take up multiple subject positions in the face of oppression. The stories of the teachers reflect that their experiences of racism and race relations at the school evoke strong emotions which include anger, hurt, fear, suspicion and vulnerability. This study contributes to the body of literature that has used Critical Race Theory to show how racism and race relations operate in schools. This study points to the need for further research into the de-racialisation of schools in South Africa in their various permutations. Research is needed to examine the complex ways in which teachers live, challenge and conceptualize racism in their individual, unique ways and within their situated contexts. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

In this study, the role of selected churches and communities in the development and maintenance of inter-racial relationships, in South Africa‟s racially stratified apartheid society, was explored. The study traced the history of anti-miscegenation attitudes - from the arrival of the Dutch settlers in the Cape in 1652 - and the theological basis upon which the segregation policies of apartheid were built. The focus of the study was on inter-racial couples and children, who survived the turbulent period of apartheid. Respondents were recruited through the use of the snowball sampling method. A semi-structured interview process was the primary tool for collecting data. Nine people, representing six family units were interviewed. The results of the study indicate that some inter-racial families were able to navigate the period of apartheid and to create a counter-culture of resistance to the oppressive legislation, which criminalized their relationships while others struggled under repression. The system was detrimental to all inter-racial relationships. However, Black women suffered more and were often exploited. The level of support from churches and communities was varied but in general, people in inter-racial relationships relied heavily upon select circles of friends and family within their communities, who helped preserve the clandestine nature of their relationships. In some instances, local churches chose to confront the prevailing injustice of apartheid segregation legislation and to help families construct alternative realities, while in other instances, local churches shared in the general race prejudices of the time and did not offer meaningful support. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.