Abstract:
The first South African democratic elections ushered in a new schooling system that was previously
fragmented along racial and ethnic lines, unequal access to education and inequality. Post Apartheid policy
developments, transformational imperatives and social changes, prone on promoting democracy, human dignity
equality and social justice become the cornerstone for a new dispensation, particularly a non-racial, desegregated,
multicultural schooling system. Twenty years after the abolished of Apartheid, it is observed via media reports and
journal articles that incidences of racism, prejudice and human rights violence are still rife in these supposedly
multicultural institutions. The purpose of this paper is therefor to reflect critically, through a qualitative study,
on the state of multicultural education in historically White schools of South Africa. A key finding revealed that
historically White schools have different notions and uphold various practices confined to multicultural education.
