Abstract:
The process of racial integration in schools is a challenge to education managers, educators, learners and parents. Educational institutions have been pressured to be involved in the process to speed up transformation in the South African educational sector. This project investigates the experiences and feelings of learners about the process of racial integration in their respective schools. A qualitative research approach was used as method of inquiry for the project. Learners were interviewed to get personal feedback on their day-to-day experiences in their respective schools. Observations were also recorded in those schools to get a clearer picture of what is happening in the three schools chosen for this research. The process of racial integration in schools is a challenge to education managers, educators, learners and parents. Educational institutions have been pressured to be involved in the process to speed up transformation in the South African educational sector. The process of racial integration in schools is a challenge to education managers, educators, learners and parents. Educational institutions have been pressured to be involved in the process to speed up transformation in the South African educational sector. This project investigates the experiences and feelings of learners about the process of racial integration in their respective schools. A qualitative research approach was used as method of inquiry for the project. Learners were interviewed to get personal feedback on their day-to-day experiences in their respective schools. Observations were also recorded in those schools to get a clearer picture of what is happening in the three schools chosen for this research. Interesting findings and conclusions that differ from school to school were reached. Black learners from School A are not entirely satisfied with the way the school is being run due to language problems. The process of integration is very slow and not visible. School B is trying hard to appear integrated but not hard enough because the fruits are not visible enough either. In school C, integration is visible and the situation is completely different from the other two schools. Recommendations, limitations and aspects of further research based on the findings of the study are discussed. The recommendations outlined supply guidelines to schools on initiating integration and implementing it properly in their schools. Challenges of the process are highlighted in the study and probable solutions outlined through recommendations. The study hopes to help schools initiate and become fully involved in the integration process. Education managers and educators must take it upon themselves to promote and practice multicultural education to enhance integration in their schools.
