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Reflections on the State of Multicultural Education in Historically White South African Schools

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dc.contributor.author Alexander, Gregg
dc.date.accessioned 2018-12-05T06:55:58Z
dc.date.available 2018-12-05T06:55:58Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/11462/1815
dc.description Published Article en_US
dc.description.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. en_US
dc.format.extent 54 735 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Kamla-Raj: International Journal of Educational Sciences en_US
dc.relation.ispartofseries Volume 13;Issue 1
dc.subject Desegregation en_US
dc.subject Integrated Schools en_US
dc.subject Post-apartheid South Africa en_US
dc.subject Segregated Schooling System en_US
dc.title Reflections on the State of Multicultural Education in Historically White South African Schools en_US
dc.type Article en_US

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