Stuurman, Nozuko Signoria2017-10-262017-10-262013http://hdl.handle.net/20.500.11837/974The 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.enChildren, Black -- Education -- South Africa -- Eastern CapeRace awarenessSegregation in educationDiscrimination in education -- South Africa -- Eastern CapeRacism in educationThesis