The effects of cultural diversity on the minority children in the desegregated secondary schools in the Durban metropolitan area
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Date
1994
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Abstract
The study contributes scientifically to the erudite debate still going on and problems facing the Government of National Unity about open schools. The study reveals the most central problem in open schools, that is, if education amongst its functions serves to enhance and maintain cultural identity, thus, are open schools culturally relative to maintain all cultural identities. The study further reveals alienation as a social problem suffered by African pupils in open schools and in their respective communities. Different perceptions and expectations by African parents are revealed in this study as well.
Statistical imbalances in Black is to White enrolment ratio in these schools has been noted together with concomitant justifications by their predominantly White principals.
The study consequently recommends that, since hitherto the integration has been such that only Black pupils move to White schools, therefore the Minister of Education should take into account the inadequacies and in some instances non-existence of vital facilities for effective teaching-learning to take place in African schools which is one of the pulling factors.
Description
Submitted in Fulfilment of the Requirements for the Degree of Master of Education
in the Department of Philosophy of Education in the University of Zululand, 1994.
Keywords
Cultural diversity--schools, Educational equalization., Education systems-- South Africa, Education--imbalances--South Africa.