Qualitative Research on Post-Apartheid Racism
Based upon three sets of studies in schools in and around Cape Town, Whiteness Is the New South Africa highlights drastic racial disparities, suggesting that educational apartheid continues unabated, potentially fostering future generations of impoverished Black and Coloured communities. This book suggests that South Africa remains committed to stifling the intellectual, emotional, and economic development of Black and Coloured youth, while simultaneously investing in White children.
Chapter 3. Liphi Igumbi Langasese (Where Is the Toilet?): Documenting Racial Disparities in Schools
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LIPHI IGUMBI LANGASESE (WHERE IS THE TOILET?)
Documenting Racial Disparities in Schools
A pernicious pattern of racial disparity exists in post-apartheid South African schools. Two observations dominate the data—(1) disparities by learner racial population consistently appear despite economic considerations, and (2) disparities in school conditions are regularly unreported or underreported. It is not possible to confirm whether or not these patterns are a systemic byproduct of a previously intentionally racist educational infrastructure or an intentional effort to continue to disadvantage Black and Coloured communities. Notwithstanding this, this chapter demonstrates the vast racial disparities that shape the schools in this study, and the larger context of underreporting inequality that minimizes South African educational disparities. Data emerged from school visits, observations, counting of learners, desks, and classrooms, and comparisons of such physical counts with records from individual school-generated ledgers, Western Cape Education Department (WCED)–provided reports, and additional educational websites and research reports. Stark differences were present in each school visit, within every report, and in discussions with school principals, teachers, learners, and local adult residents. What was equally consistent was the underreporting of these disparities and often outright denials (at least in terms of extent) by WCED administrators and many educators who teach in or lead the nation’s most privileged schools. ← 57 | 58 →
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