The life-world of the black child in ex-model `C` schools

Abstract

The aims of this investigation were: * To pursue a study of relevant literature of the life-world of the black child in the ex-Model *C schools. * In the light of the findings obtained from the literature study formulate recommendations which could serve as guidelines according to which accountable support can be instituted in order to meet the needs of the black learner in "ex-Model *C* schools" who may be experiencing educational distress.

As an introduction the nature and dynamics of the black child in ex-Model 'C schools are analyzed and discussed with an aim to state the problem clearly. From a psychopedagogical perspective the black child in ex-Model 'C schools often experience educational distress mainly due to the fact that the black learner has been perpetually subjected to educational neglect. Black learners during the apartheid era developed psychological and emotional problems which manifested in dysfunctional relationships with themselves, educators and educational authorities.

The typical black child during the apartheid period was characterised by, inter aliay a sense of inadequacy, inferiority, hatred, envy, jealousy and racial prejudices. The educational products of apartheid education in many black communities, were unemployed, frustrated and highly politicised militant adolescents, who stumble though life with a feeling of insecurity, a lack of self-confidence and opposed to any form of authority. They have a a sense of impending failure, which encourages black learners to wander aimlessly along the road of violence, alcohol and substance abuse as wel! as sexual promiscuity. Education as a true human activity which finds its actualization in the relationship between adult and child is examined more closely. From a psychopedagogical perspective the black learner in ex-Model 'C schools finds himself in a situation of dysfunctional education mainly because his live-experiencing of education in ex-Model *C schools is often without adequate assistance and guidance of a responsible parent, or adult. This results in the psychic life of the black learner in ex-Model 'C schools being under-actualised. The inadequate adult intervention and guidance, which are based on the pedagogical principles of love, trust, understanding and authority, result in the black learner forming relationships within his life-world which are inadequate for his emancipation. Thus, the black learner, more often than not, fails to constitute a meaningful life-world in ex-Model *C* schools.

At present, only a few supporting services exist in ex-Model 'C* schools, unfortunately these support services are not compatible or commensurate with the needs of historically, economically and environmentally deprived black learners. Support services which endeavour to rehabilitate family relations, eliminate hindrances to successful learning and supervises those who are offered assistance, are desperately needed. The fact that the black learner is a "child" that should be assisted by parents and the school in his transition process of becoming, is at present not given enough attention in ex-Model 'C* schools. There is a lack of the suitably qualified personnel and funds to offer the needed support by the existing support services. The findings of this research hence recommends the following: * School preparedness of the ex-Model TC school to accommodate all races. * Academic support for black learners at ex-Model *C* schools. * Compulsory guidance and counselling for all black learners at ex-Model X' schools.

Establishment of school clinics to assist the black learner in particular.

Guidance and involvement programmes at ex-Model 'C schools for black parents.

Adequate pre-service and in-service preparation of teachers for ex-Model 'C schools for multi-racial education.

Further research into this aspect of multi-cultural education.