Educators’ experiences of deracialisation in a historically advantaged school

Abstract: Despite deracialisation and educational reform, educators have encountered a number of challenges that perpetuate hegemonic practices characteristic of the apartheid era. These challenges include unfair practices within principalship and governance, a lack of access to equitable education and a stifling of individual autonomy by the prescribed curriculum. This study focussed on educators’ experiences of deracialisation in a historically advantaged school in Johannesburg, in the east of Gauteng, South Africa. The aim of the study was to: (1) explore educators’ experiences in achieving educational reform, and (2) analyse the role of the school management team in navigating the process of deracialisation in post-apartheid South Africa. I conducted a qualitative case study at a historically advantaged (ex-Model C) school. This study was conducted through the lens of critical theory. The principal, institutional development and support officer and four educators were purposively selected to participate in the study. Data was elicited from the participants through the use of semi-structured interviews, and this was supported by document analysis. This study revealed that principals still adopt apartheid policies and practices, especially in limiting student access to schools. In addition, the handing over of governance to schools has failed to address inequalities prevalent in the education sector during the apartheid era. Furthermore, educators are unsuccessful in fulfilling their role as transformative individuals as they continue to employ apartheid principles in their practice. Insights gained could inform policy and practice in the following ways: (1) school management teams need to be equipped with skills to perform their duties; (2) educators must be involved in the process of establishing curriculum; and (3) intensive training of educators must be undertaken before the implementation of a new curriculum.M.Ed