Teachers' perceptions of non-nationals in Durban schools: negotiating past and present ideologies

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dc.contributor.author Hunter, Joanne
dc.date.accessioned 2009-11-12T11:52:42Z
dc.date.available 2009-11-12T11:52:42Z
dc.date.issued 2009-11-12T11:52:42Z
dc.identifier.uri http://hdl.handle.net/10539/7439
dc.description.abstract ABSTRACT This study investigated teachers’ perceptions of non-national students. It consisted of semi-structured one-hour interviews with fifty Durban teachers of non-nationals. Perceptions of non-nationals were always relative to perceptions of South African students. I argue that teachers are using apartheid educational values to explain and promote non-national students’ performances in the classroom, while emphasising and essentialising South African students’ shortcomings. I explain this in terms of the new South African educational curriculum. This curriculum, while having undergone a radical shift in spirit, is not giving adequate attention to the environment and challenges that teachers face. These challenges are not addressed in an idealised and overly optimistic view of students. Moreover, the curriculum does not adequately help teachers to explain the impact of economic and social inequalities without resorting to racist justifications. en_US
dc.language.iso en en_US
dc.title Teachers' perceptions of non-nationals in Durban schools: negotiating past and present ideologies en_US
dc.type Thesis en_US


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