A discursive formation that undermined integration at a historically advantaged school in South Africa
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Date
2010
Authors
Naidoo, Devika
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This paper provides an analysis of the extent of integration at a historically advantaged school. A qualitative
multi-method case study allowed for in-depth analysis of integration in the school. Bernstein’s theory of
code, classification, boundary and power framed the study. Data analysis showed that: racial desegregation
was achieved at student and level one staff level and lacking at management and administrative staff level;
staffing integration was minimal; institutional culture integration was not evident; social boundaries
enacted maintained previous race based power relations; weaker boundaries between instrumental and
non-instrumental forms of knowledge legitimised students’ experiences and interests but did not facilitate
access to non-instrumental forms of knowledge and thinking; the dominant discursive frame of teachers
was one of student deficit. These regularities point to a discursive formation (Foucault, 1977) that
undermine integration and would reproduce previous racialised inequalities. Finally, an explanation of
the discursive formation is touched on followed by recommendations.
Description
Keywords
Integration, Code, Boundaries, Discourse, Discursive formation, Regularities
Citation
Naidoo, D. (2010). A discursive formation that undermined integration at a historically advantaged school in South Africa. Perspectives in Education, 28(2), 19-30.