M.Ed. (Multiculturalism and Education) / This project will endeavour to turn misconceptions of the past into mutual trust, understanding and respect for each of the population groups involved. It is hypothesized that: Intergroup contact can help refine information related to stereotypes and prejudice (Engels, 1993:1). Engels (1993:1) further argues that "intergroup contact alone is not sufficient to improve intergroup relationships and counter prejudices permanently". This research endeavours to probe into the possibility of reducing prejudice by creating a situation in which juveniles from different population groups will interact and engage in communication. To this, Czula (1979:31), contends that "only the type of contact that leads people to do things together is likely to result in changed attitudes". As a result, non-racial extra-curricula activities have been organised to provide a common ground where interpersonal and intergroup encounters will take place. Such an encounter is meant to instill in the youth (i.e. high school students, black and white) respect and understanding for other cultural groups irrespective of their pigmentation. In preparation for an integrated, multicultural education system which does not deny cultural plurality, it is necessary to prepare our youth for the advent of such a system by exposing them to a situation in which they will learn about each other's perceptions. It is hoped that this will enable students to rid themselves of unfounded misconceptions by laying the ground for them to acquire knowledge about each other and share matters of common concern, in order to bridge the chasm which exists between them.

M.Ed. (Multicultural Education) / With the emphasis of segregation, alienation between population groups in South Africa has come into being. The school thus has a duty as regards the child's civic development and can play a roll in counteracting such alienation between population groups. Education means, amongst other things, to guide pupils towards social interaction and better intergroup relationships. To successfully incorporate social interaction and better intergroup relationships into our multi-cultural society, a better concept regarding individual and cultural differences is necessary. The lack of intergroup contact and the existence of prejudices and stereotypes, especially among juveniles necessitate pilot surveys to establish strategies for changing and counteracting negative and racist attitudes. A great deal of literature indicates that stereotypes and prejudices can be changed by refining information regarding the stereotypes and prejudices. As such, the contact hypothesis is one of the methods employed to bring about these changes. The information which is obtained from other groups and individuals, may be used to change stereotypes and prejudices. However, inter group contact alone is not sufficient to improve inter group relationships and stereotypes and counter prejudices permanently. Consequently, in this short study, research has been initiated as to the possibility of breaking down and counteracting prejudice and stereotypes by issuing direct and indirect instruction on maintained negative attitudes, usages and habits. Group discussions were held to provide more information on the cultural customs of two groups, and roll-play was employed to promote better mutual understanding. Intergroup contact was arranged between pupils of a black primary school and a white primary school. During the visits the pupils acted according to a preset programme. Before any contact or instruction took place, a pre-test in the form of a semantic differentiated scale was conducted to determine the groups' prejudices and stereotypes. At the conclusion of all activities, this assessment was once ageing made with both groups and any change of attitude could be determined. Although stereotypes offered resistance, a clear modification took constant place in the pupils' prejudices and stereotypes. The teaching strategies employed to bring about a greater knowledge and even appreciation of other groups, helped to produce these changes.

M.Ed. / However much ideologically diffuse argument there may be about the purposes of education, few would deny that it plays an integral part in the political and economical processes of societies. For the realities of power and the organisation of socio-economic structure are perhaps nowhere more clearly revealed than in a country's educational institutions. Education can maintain the existing social order as well as promote varying kinds of change (Toffler, 1971). Social scientists accept that "education is perhaps the most directly effective socialising activity serving the interests of dominant establishments" (Schlemmer, 1986: 1). Its curricula is a means of inculcating the political values as well as the skills required in the system of control and production in society (Wellington, 1987: 6). Education takes place relatively unobtrusively in homogenous societies but in deeply divided societies, it can become the focus of intense and often violent conflict. "In South Africa education is failing badly in what modern education is supposed to do draw different groups or classes together (Schlemmer, 1986: Preface). Hanf (1980), in addition, argues that education can do little to solve conflict in divided societies. He stresses that the significance of education in some societies lies in its negative role as a focus of conflict. Access to and equality of education for different groups has indeed been at the source of very bitter conflict throughout the world...

Prior to the democratic elections of 1994, South Africa was daunted by legislation flooded with racial segregation. Adoption across racial lines is, because of South Africa’s racially segregated past, a relatively recent phenomenon in this country. The number of legal adoptions has increased dramatically, especially after its legalization in 1991. Parents may adopt across racial lines for an array of different reasons, from not being able to conceive a baby, to wanting to give a child the best opportunity in life. This study explored the experiences of white parents who have adopted black children, paying particular attention to how they deal with issues of “racial” identity. In-depth interviews were used to generate qualitative data pertaining to the parental perceptions of their motivation for, and experiences of adopting a child transracially in South Africa. The study aimed to explore their motivation for adopting and experiences, as well as issues relating to “racial” identity. Recommendations have been made to assist parents who are interested in adopting transracially. The report presents findings relating to the unique characteristics of the participants who have adopted transracially. These include adopters’ motivation and thought processes before taking the relevant steps to adopt transracially; the support that they have received from others in their decision to adopt transracially; communication patterns; their relevant concerns regarding the future of their adopted child; and issues pertaining to race, culture, heritage, prejudices and stereotypes. The findings suggest that parents were pragmatic, without regrets, in their views about adopting across racial lines. The parents’ motivations for adopting across racial lines were very similar to various perspectives, but were all due to the fact that they were unable to have biological children. Parents were aware of the child’s identity and cultural issues, which may be more perceptible in the future. Their perceptions, views and opinions, and the future concerns of their children were not unrealistic. Due to the children’s young age a follow-up study of these children should be considered.