The social experiences of learners classified as Blacks un Ex-Model "C" secondary schools in the East London district

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dc.contributor.authorStuurman, Nozuko Signoria
dc.date.accessioned2017-10-26T11:27:07Z
dc.date.available2017-10-26T11:27:07Z
dc.date.issued2013
dc.description.abstractThe purpose of the study is to ascertain and understand how students classified as black in ex-model C schools, experience life socially in ex-model C schools. In this study, blacks refer to the category of people in the population that share cultural and historical experiences which constitute an indigenous African descent. The focus of the study is to examine how desegregation of schools has impacted on black students’ talk about being black. This is done with an understanding that black identity in postcolonial literature has been found to be ambivalent and troubling in encounters with whites and encounters with racism. In framing the social experiences of black students the theory of everyday racism by Essed (1978) and the theory of postcolonial black identity (Said, 1998; Bhabha, 1991; and 1994) were used. Literature reviewed on everyday racism argues that the encounter with racism and the encounter with whiteness are everyday experiences of being black and are fixed and reproduced through power relations. From this perspective the postcolonial identity literature argues further that the black identity construction finds it impossible to escape the tensions and struggles with racism and whiteness.en_ZA
dc.identifier.urihttp://hdl.handle.net/20.500.11837/974
dc.language.isoenen_ZA
dc.publisherUniversity of Fort Hareen_ZA
dc.subjectChildren, Black -- Education -- South Africa -- Eastern Capeen_ZA
dc.subjectRace awarenessen_ZA
dc.subjectSegregation in educationen_ZA
dc.subjectDiscrimination in education -- South Africa -- Eastern Capeen_ZA
dc.subjectRacism in educationen_ZA
dc.titleThe social experiences of learners classified as Blacks un Ex-Model "C" secondary schools in the East London districten_ZA
dc.typeThesisen_ZA

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