Responses of South African teachers to the challenge of school integration

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Authors

Vandeyar, Saloshna

Journal Title

Journal ISSN

Volume Title

Publisher

EASA

Abstract

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.

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Keywords

Sustainable Development Goals

Citation

Vandeyar, S 2010, 'Responses of South African teachers to the challenge of school integration', South African Journal of Education, vol. 30, no. 3, pp. 343-359. [http://www.journals.co.za/ej/ejour_educat.html]