Shifting selves : the emergence of new identities in South African schools

TLDR: This article conducted an exploratory study on the nature and extent of racial integration in South African schools in the post-apartheid period and found that student identities are shaped and framed within stable institutional cultures that remain impervious to change despite the changing demographics of the student body.

About: This article is published in International Journal of Educational Development.The article was published on 2008-05-01 and is currently open access. It has received 67 citations till now. The article focuses on the topics: Racial integration & Cultural pluralism.

Frequently asked questions

Q1. What are the contributions mentioned in the paper "Shifting selves: the emergence of new identities in south african schools" ?

This is an exploratory study on the nature and extent of racial integration in South African schools in the post-apartheid period. 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. 

Q2. What is the role of education in the African Renaissance?

Education can play a crucialrole in South Africa's renewal because of its central importance for economic, political and cultural development. 

Q3. What was the racial profile of the students in the three schools?

In all three schools, the racial profile of the student body was approximately 50% white students, 42% African students, 7% Indian students and 2% Coloured students. 

Q4. What is the purpose of post-colonial teaching?

Post-colonial teaching involves helping students to identify and critique the different “regimes of truth” that characterise their social arrangements, and to build positive identities that move easily between the local and the global. 

Q5. What were the main topics of the observations?

The observations focused mainly on teacher–student interactions but also gave attention to issues of teacher professionalism, teacher practices and management of the class (physical layout, seating arrangements, monitor duty, curriculum delivery). 

Q6. What is the effect of assimilationist approach on the student's self-esteem?

With identity and value systems being so intrinsically linked, this process contributes towards the strengthening of the life-chances of the protectorates of the hegemonic culture, by eroding away at the “devalued” student's self-esteem. 

Q7. What is the main reason why Mpkazi was labelled rebellious?

This student's non-conformist and laid-back attitude, inspired by Reggae, has been a causative factor in her being labelled rebellious by her teachers. 

Q8. What was the role of race in the human rights abuses of South Africa?

Under apartheid, race interpretations not only pursued the path of the discredited theory of fundamental nature, but also in doing so, played a key role in human rights abuses. 

Q9. What is the significance of the post-colonial theories?

South African education changes as viewed and analysed through the lens of these theories depicts a central concern with the continuing impact on education systems of European colonialism, and with issues of race, culture, language, as well as other forms of social stratification including class and gender in post-colonial contexts. 

Q10. What is the impact of the reclamation of the individual voice?

This reclamation of the individual voice has left many teachers, who were shaped by the apartheid system, struggling to adjust to the inquiring nature of the current students. 

Q11. What were the schools selected to represent?

These schools were selected to represent the larger group of similar urban public schools where rapid desegregation had been implemented during the 10 years prior to this study.