1. Research Aim: To make sense of social transformation in a high school, post 1994 Rationale: 2012 – 18 years into democracy - 18 years to work with education transformative goals (DoE, 1995) o access o quality o democracy o equity o redress

2. Theoretical Framework: Theory of Social Transformation o Social reproduction theory (Bowles & Gintis, 1976) o Theory of education as an agent for social transformation (Lynch & Baker, 2005) o Theory of organisational culture (Hellreigel, et.al., 2004; Schein, 1985)

3. Research Design : Critical Ethnography Critical Paradigm Research Methodology : MethodSample/Selection o Semi-structured interviews o 6-7 volunteer staff members (male and female, in different post levels) o Participant observations o Social settings + events at institution o Focus group conversations o 6-7 volunteer staff members (male and female, in different post levels) o Document analysis o Official school documents

4. Data Analysis : Critical Discourse Analysis Text 3 Process of production and interpretation Conditions of production and interpretation 2 Discourse practice Sociocultural practice (Situational; Institutional; 1 Societal) Fairclough’s (1989,1995) dimension of discourse and discourse analysis Description (text analysis) Interpretation (processing analysis) Explanation (social analysis)

5. School Policy and Race : Pre-1994 – apartheid education policy VS School policy in terms of: o learner admissions o staff employment

6. Post-1994 – new education policy (e.g. SASA of 1996) VS School policy in terms of : o learner admissions o staff employment

7. Learner and Teacher Profile and Race : Pre-1994 o learners : 90 – 95% Coloured o teachers : 90 – 95% Coloured

8. Post-1994 o learners : 70-75% Black : 30% Coloured o teachers : 80-90% Coloured : 10% Black/Indian/Foreigners

9. School Culture and Race : o values o beliefs o attitudes o norms o practices

10. Conclusions : o vital role of culture, the ‘glue’ in shaping an institution’s identity in terms of its values, beliefs, attitudes, norms and practices. o social transformation cannot be externally mandated.