A discursive formation that undermined integration at a historically advantaged school in South Africa

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dc.contributor.authorNaidoo, Devika
dc.date.accessioned2016-07-21T07:21:48Z
dc.date.available2016-07-21T07:21:48Z
dc.date.issued2010
dc.description.abstractThis 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.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationNaidoo, D. (2010). A discursive formation that undermined integration at a historically advantaged school in South Africa. Perspectives in Education, 28(2), 19-30.
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3599
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectIntegrationen_ZA
dc.subjectCodeen_ZA
dc.subjectBoundariesen_ZA
dc.subjectDiscourseen_ZA
dc.subjectDiscursive formationen_ZA
dc.subjectRegularitiesen_ZA
dc.titleA discursive formation that undermined integration at a historically advantaged school in South Africaen_ZA
dc.typeArticleen_ZA
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PiE 2010 Volume 28 Issue 2