South African schools are making notable strides in fostering racial harmony. This is according to a study conducted by the Human Science Research Council and the University of Pretoria.
The study was aimed at exploring issues of best practice in desegregated schools by soliciting opinions and perceptions about diversity and equality and identifying best practices in these areas.
The study was aimed at exploring issues of best practice in desegregated schools by soliciting opinions and perceptions about diversity and equality and identifying best practices in these areas.
Surveys, observations, interviews and focus groups were conducted in nine schools across three provinces (Western Cape, Gauteng and KwaZulu Natal) for purposes of the study. All of the schools had experienced rapid desegregation since 1994.
Some of the key findings of the study include:
- More than 80% of learners said their teachers create equal opportunities for learners
- 75% of learners indicated that they were encouraged to play together
- More than 80% of parents indicated that their perceived learners of different races got along
- 90% of parents believed that their children were given equal opportunity to participate in school activities
- Nearly 60% of all of teachers indicated that they are sensitive to and aware of the different cultures and customs of their learners.
Speaking to the Sunday Times study co-author Professor Saloshna Vandeyar said a shift was being seen in the younger generation. "Initially there was a lot of hostility and overt racism (in schools). Then we saw a trend where it became very covert. Now there seems to be more acceptance and a sense of compassion from teachers."
"The younger learners are so open to change and show an ethos of sharing. Learners seem to be keen to learn about each other and learn about each other's cultures," Vandeyar added.
The study found that learner populations have become increasingly diverse in the majority of former Model C schools. However the profile of teaching staff remains virtually unaltered, with higher percentages of white teachers, some Indian, a few coloured and an insignificant number of African teachers.
"Greater effort should be made to diversify the profile of teaching staff in desegregated schools," stated report. It was recommended that a moratorium be implemented in the short term to target African teachers for new appointments, taking into account their qualifications in the identified fields.
Other recommendations included teacher education programmes around educating for diversity as well as Principals' training in managing and leading diversity.
For more information visit: www.hsrcpress.ac.za
