COLLABORATING TO DESEGREGATE A BLACK SCHOOL:

This longitudinal action research examines a black school's process of desegregation. Based upon stakeholder, desegregation and collaboration theory, the school's segregated mode was analyzed through understanding its identity as it was constituted in its stakeholders ' network and assessing the incentives to collaborate among the different stakeholders. As a way to gain voice, the interventions were oriented towards shifting the school's network boundaries and creating personalized relationships with stakeholders around an educational curriculum in which heterogeneity itself had a function. According to the 'ethics of care ' principle, stakeholders shared responsibilities for the needs of all pupils. In most multicultural societies, education has been and still is segregating minority children from the indigenous white children by assigning them to separate schools and refusing access to other schools. Although there is strong evidence that segregation is disadvantageous for minority children in terms of educational achievement and social participation (Fase, 1994; Glenn & de Jong 1996), it continues to be a sociological reality (Glenn & de Jong, 1996). In Flanders, the Dutch speakin