A DECADE OF CHANGE IN LEARNER RACIAL DESEGREGATION: TSHWANE, André Carl Horn Paper presented at the Conference on Emerging Urban Transformations IGU Commission Meeting Canterbury Christ Church University 14 – 20 August 2011

THEORYTHEORY Segregation Theory Renewed social and cultural intolerance, increased discrimination and social and economic exclusion School Integration Seen as an important mechanism towards social integration and economic inclusion in society Observation Segregation levels in the USA and other countries are again increasing

BACKGROUNDBACKGROUND South Africa poses a unique opportunity to study racial desegregation in schools because: (1)It had a complete legal history of racial classification and school desegregation up to 1990 (2)It started with official school desegregation in 1990 (3)It continues with official racial classification to this day (4)It broke the clear link between residence and school intake

APARTHEID SCHOOLS Public schools (PU) and Independent schools (IS) PU schools for the four racial groups: -Africans -Coloureds -Indians -Whites -+ Homeland schools IS schools -Linked to one of the above departments

NEW DISPENSATION All PU schools are either managed by the state or are IS schools registered to the state The order of registration in a year is: (1)Existing learners (2)New learners with brothers or sisters in the school (3)New learners in the school area (residence or working address of parent) (4)New applicants from outside the school area

AIM AND PRESENTATION Annually the provincial departments conduct a school census and these figures have been collected: - The aim of this presentation is to monitor and interpret the figures from 2000 to 2010 for the City of Tshwane as per school category The presentation focuses on: Learners and schools Dissimilarity and multi-ethnic dissimilarity Exposure and isolation Racial distribution per school category Trajectory of change

CRITERIACRITERIA Each learner Gr 1 to Gr 12 in 538 schools in Tshwane has been considered. Each learner (99.7%) has a recorded racial identity. Each school is either affiliated to an ‘old’ education Department or is recorded as PU New or IS New, but still has a racial majority (although it may have changed) The following percentages for ‘others’ are crucial: 0 – 10 (segregation) 10 – 25 (slow desegregation) 25 – 50 (rapid desegregation) 50 – 75 (succession) 75 – 90 (re-segregation) 90 – 100 (complete re-segregation)

City of Tshwane Population 1,99 million (72% black African) Schools: 585 City of Tshwane Population 1,99 million (72% black African) Schools: 585

(1) SCHOOLS CATEGORIES AND LEARNERS

(2) DISSIMILARITY (D) AND MULTI- ETHNIC DISSIMILARITY (D(m))

(3) EXPOSURE OF RACE GROUPS TO ‘OTHERS’

(3) DISTRIBUTION OF RACE GROUPS

(3) ISOLATION AND EXPOSURE

(4) RACIAL DISTRIBUTION PER SCHOOL CATEGORIES

(5) TRAJECTORY OF RACIAL CHANGE IN SCHOOLS PU HOA (whites)

CONCLUSIONCONCLUSION Moreover: (1)The number of learners increased with just over 56%. The Africans increased with almost 94%. Whites have decreased by almost 18%. Coloureds increased by 31% and Indians by almost 24%. (2)The increased number of Africans implied that only 38.0% (2010) from 72.9% are still in formerly African schools. 39.3% are in PU New schools with 13.3% in previous White schools (from 11.0% in 2000). (3)Indians were already a minority in formerly Indian schools (39.4% in 1998) and 25.8% in There are more Indians in formerly Whites schools (27.8% in 2010) and 37.6% in Independent schools. (4)Coloureds have been replaced as a majority in formerly Coloured schools (from 56.2% in 2000 to 37.9% in 2010). A large contingent are now in White schools (43.2 in 2010)

CONCLUSIONCONCLUSION In the course of a decade: (4)Africans are extreme isolated, followed by Whites and then by Coloureds and Indians. (5)Whites are being way ahead in terms of desegregation