The principle of quality education for all learners is embedded in all policy documentsand legislation and this emphasis on quality education for all suggests that schools have to meet the diverse needs of all learners. However, throughout South African schooling contexts, there are many learners who face barriers to learning and participation in view of the fact that schools are unable to respond to the diversity of needs in the learner population. The issue is not how the learners adjust to the learning environment but whether the learning environment is flexible enough to accommodate the diverse needs of all learners. The responsibility of achieving the goal of a non-discriminatory education system lies heavily on the shoulders of classroom teachers. The purpose of this study is to examine how teachers at a primary school experience diversity within the classroom. The research was undertaken in a historically Indian boys' only state primary school in KwaZulu-Natal, with a learner population of almost 95% African, 4% Indian and the other 1% comprising White/Coloured learners. The focus of the study was the teachers. I sought to investigate how teachers construct and respond to diversity in their classes. Within the context of the post apartheid South Africa, the classroom has become a microcosm of the 'rainbow nation', with teachers having to deal with many differences at varying levels within the classroom. How teachers interpret and respond to differences is likely to be subjective. In light of the fact that teachers' interpretations are subjective, for the purpose of this study, symbolic interactionism was used as a theoretical framework. Qualitative research , methodology, which took the form of a case study was used. Teachers experiences were examined through semi-structured interviews, observations and document analysis. Throughout the study, there emerged the "them" and "us" syndrome in teachers. The study shows that while the teachers did not treat African learners unfairly, there are numerous exclusionary practices at the school. Very little attempt is made by the teachers to change their teaching behaviours in ways that make the curriculum responsive to their learners. In fact, very little was done to change the ethos of the school, and African learners where expected to 'fit in' and become part of the existing culture of the school. There emerges from the study, a definite need to train teachers to think and work within a new frame of reference, that is, a human rights framework which constantly interrogates unequal power relations and inequalities that schools perpetuate. / 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.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Texas Christian University, 2009. / Title from dissertation title page (viewed May, 14, 2009). Includes abstract. Includes bibliographical references.

Thesis (Ph.D.(Education Management))-University of Pretoria, 2007. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph.D.)--Texas Christian University, 2009. / Title from dissertation title page. Includes abstract. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 309-315). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 309-315). Also available on the Internet.

Thesis (Ph. D.)--University of California, San Diego, 1997. / Vita. Includes bibliographical references.

Thesis (M.A.) -- University of Tennessee, Knoxville, 2005. / Title from title page screen (viewed on July 6, 2005). Thesis advisor: Robert Norrell. Document formatted into pages (v, 56 p.). Vita. Includes bibliographical references (p. 53-55).