Abstract

This is an exploratory study on the nature and extent of racial integration in South African schools in the post-apartheid period. While there is vigilant media attention to occasional, dramatic incidents of racial conflict in white schools, there is very little research on the ways in which student identities are framed, challenged, asserted and negotiated within the dominant institutional cultures of former white schools. The research findings suggest that student identities are shaped and framed within stable institutional cultures that remain impervious to change despite the changing demographics of the student body; but that even under these conditions student identities are constantly being questioned and recast as black and white students begin to engage each other in the daily routines of institutional life.

Citation

Vandeyar, S. (2008). Shifting selves: The emergence of new identities in South African schools. International Journal of Educational Development, 28(3), 286-299. Elsevier Ltd. Retrieved August 10, 2024 from https://www.learntechlib.org/p/196484/.

Keywords

• curriculum
• Educational Administration
• educational policy
• Identity
• International Education
• race