The paper reports on research conducted with teachers teaching in racially diverse schools in KwaDukuza in KZN, SA. Racially diverse schools resulted from efforts instituted by the government to desegregate schools that were historically separated along racial lines. The research comprising of interviews, questionnaires and narratives explores how teachers’ experiences are complexly intertwined with issues of race, class, language. Teachers’ racialised identities shape their understanding of race and class. Using a critical anti-racist lens we explore how teachers invest in constructs of Othering in/through language. While teachers don’t use the dichotomy Black and White, they use language to replace their experiences of working with the Other. Firstly, we offer a description of the context in which the interactions occur by focusing on the racial demographics of the schools, and then explaining how teachers’ racialised identities act as filters for constructing black learners. Finally we present how teachers in particular school systems maintain apartheid style divisions using language.
|Keywords:||Desegregation, Diversity, English, Integrating Schools, Language, Othering, Racism, South Africa, Whiteness|
Deputy Head of School, School of Education and Development, University of KwaZulu-Natal, South Africa
Educator, Department of Education, Stanger M L Sultan Secondary School, Stanger, KwaZulu Natal, South Africa
University of Cape Town, South Africa
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