Deracialisation & Migration of Learners in South African Schools

Challenges and implications The Deracialisation & Migration of Learners in South African Schools study was conducted by the Human Sciences Research Council in 1999-2000 and raises a number of pertinent questions that require the attention of policy-makers, as well as drawing attention to the policies and best practices implementation in education provision. The project analysed demographic trends in learner enrolments following the end of formal racial segregation in schools, and paid particular attention to ways in which racially integrated schools respond to issues of race, language, religion and culture. The provision of education is a daunting challenge facing the South African democracy, a challenge that must also overcome the lingering sense of racial prejudice that manifests itself in schools, as well as the workplace and places of worship. The aim of the report was to look critically at the national government's vision of the deracialisation of schools in South Africa as informed by the South African Schools' Act and the Constitution. It reflects the current situation of racially integrated schools, presents the cases of learners, educators, parents and other stakeholders in education and, finally, develops a critical awareness of the effort that is still required by all stakeholders in education. Related to the deracialisation process is the migration of learners, which is also explored in this report. This movement of learners, which is more prevalent in racially integrated schools, undermines the concept of neighbourhood schools and the report examines what effect this movement of learners, described as learners and parents 'voting with their feet' as they seek access to 'better' educational opportunities, has on the education system. Given the numerous initiatives and changes taking place in the schools in an effort to respond positively to the post-apartheid policies and expectations, Deracialisation & Migration of Learners in South African Schools both raises the debate and provides the support and direction needed in dealing with the deracialisation change process in schools.

Foreword
Executive Summary

1 Policy and research developments

2 Deracialisation and migration of learners

3 Methodology

4 What do the schools say?

5 Realities in the schools

6 What the school communities say?

7 Challenges, implications and recommendations

References
Appendices

Patience Sekete, Mmamajoro Shilubane, Badiri Moila, were at the time of this publication researchers in the Unit for Systematic Studies: Group Education and Training at the Human Science Research Council.