Abstract
Since 1994, various policies have been unveiled and legislation enacted to hasten the process of desegregation in the schooling system of South Africa. Policymakers have been extremely adept at formulating policy in terms of the desegregation of schools. School management teams in a desperate bid of survival have taken these policies and filtered it down to the mesolevel for implementation purposes. Teachers at best have tried to adapt their teaching strategies to the changing schooling scenario. The focus has been on policymakers and school governing body members and the intricacies and subtleties that surround the relationship between politics and policies. Yet, the most important variable in the teaching-learning triad has been overlooked, the student. It would seem as if policymakers assumed that by placing students from diverse cultural backgrounds within close proximity of each other, all will bode well; that the legacy of segregation will be forgotten and that students will naturally just mix and get along with each other and adapt to the hegemonic school culture.
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© 2007 Zvi Bekerman and Claire McGlynn
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Vandeyar, S., Esakov, H. (2007). Color Coded: How Well Do Students of Different Race Groups Interact in South African Schools?. In: Bekerman, Z., McGlynn, C. (eds) Addressing Ethnic Conflict through Peace Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230603585_6
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DOI: https://doi.org/10.1057/9780230603585_6
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