Recognizing that teacher commitments are consequential for classroom practice,
this study sets out to determine the extent to which the ethos of South
African schools has been transformed towards integration in the truest sense.
Findings emanating from this research indicate that teachers do not enter
their classrooms as ‘blank slates’ with respect to diversity questions; teachers
respond differently to the challenge of school integration; and a few teachers
went against the grain and responded to school integration in a way that
holds immense promise for the South African schooling system.