In search of best practice in South African desegregated schools
PUBLICATION YEAR: 2008
TITLE AUTHOR(S): M.Nkomo, S.Vandeyar
KEYWORDS: EDUCATION, EDUCATIONAL REFORM, IDENTITY, INTEGRATION, SCHOOLS, SOCIAL COHESION
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrcpress.ac.za/product.php?productid=2233&cat=1&page=1
Intranet: HSRC Library: shelf number 5339
HANDLE: 20.500.11910/5347
URI: http://hdl.handle.net/20.500.11910/5347
TITLE AUTHOR(S): M.Nkomo, S.Vandeyar
KEYWORDS: EDUCATION, EDUCATIONAL REFORM, IDENTITY, INTEGRATION, SCHOOLS, SOCIAL COHESION
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrcpress.ac.za/product.php?productid=2233&cat=1&page=1
Intranet: HSRC Library: shelf number 5339
HANDLE: 20.500.11910/5347
URI: http://hdl.handle.net/20.500.11910/5347
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
One of the daunting challenges facing South Africa in the contemporary period is that of achieving social cohesion. Educational institutions should be at the cutting edge of the project to weave a common identity whilst promoting respect for difference. It was this challenge that motivated us to convene colloquia in 2003 and 2006 to discuss the current state of school desegregation and innovative ways to forge ahead in the complex processes of dismantling the legacies of the past and creating inclusive paradigms for our classrooms. This monograph represents an attempt to record what could be regarded as nascent events in a few schools that have the potential to grow into models of best practice in managing diversity. These fledgling efforts always coexist with powerful contrary traditions that may retard their fruition, and to witness their growth in slow motion is both enlightening and instructive. A small survey of stakeholders' perceptions about what constitutes 'best practice' in a desegregated school environment, supported by classroom observation, interviews and focus groups form the basis for this analysis of emergent patterns in the practices which foster healthy identities in our learners, both as individuals and as members of South African society. Concise and written in an accessible style, the study is important reading for educationists at every level, policymakers and all involved in teacher education.-
Related Research Outputs:
- School integration: local and international perspectives
- Perspectives of school governing bodies on best practices in desegregated schools: preliminary findings
- Bringing the SA rainbow into schools
- Information and support for improving the education system
- Information for improving schools and systems
- Assessment systems and practices in developing nations: implications for education policy
- Review: the challenge of South African schooling: dimensions, targets and initiatives
- White privilege: contextualising and teaching Peggy McIntosh's work in post-apartheid South Africa
- Challenges in the provision of private schools in South Africa
- Book review: Harber, C. (2000) State of transition: post-apartheid educational reform in South Africa (Monographs in international education) Walligford, Oxford: Symposium Books. ISBN 1 873927 19 3
- Non governmental organisations and education in South Africa
- Deracialisation & migration of learners in South African schools
- Opening the doors of learning: where is the principal?: a position paper
- Globalization and the social construction of reality: affirming or unmasking the "inevitable"?
- Etat de l'ecole: usage des systemes d'information et construction d'indicateurs synthetiques
- Deracialisation of schools in South Africa: challenges and implications for educators
- Visit to Scotland and England as part of the ETQA task team on the invitation of the National Department of Education
- Rural schools and education in South Africa, draft report
- South African education policy review: 1993-2000
- Improving school children's mental health in an era of HIV/AIDS