"I don't see colour" : teacher discourses of integration in a selection of desegregated schools in Cape Town

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dc.contributor.advisorSteyn, Melissaen_ZA
dc.contributor.authorDavies, Claire Thandien_ZA
dc.date.accessioned2015-01-10T06:40:22Z
dc.date.available2015-01-10T06:40:22Z
dc.date.issued2009en_ZA
dc.description.abstractThis thesis examines the discourses twenty three teachers in desegregated classrooms in Cape Town schools adopt toward integration and various constructions of difference. Discourse analysis reveals how the constructions of language, class and culture are being positioned as signifiers for difference, in place of race. Teachers tend either towards 'colour-consciousness 'or 'colour-blindness' in their discourses of race, and many white teachers demonstrate equality approaches toward different learners. Language as a difference is being used as a 'gate-keeper' to resist integration in schools. The construction of the past is problematic among some teachers, with the tendency to evade impacts the past still has on learners today.en_ZA
dc.identifier.apacitationDavies, C. T. (2009). <i>"I don't see colour" : teacher discourses of integration in a selection of desegregated schools in Cape Town</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Sociology. Retrieved from http://hdl.handle.net/11427/11869en_ZA
dc.identifier.chicagocitationDavies, Claire Thandi. <i>""I don't see colour" : teacher discourses of integration in a selection of desegregated schools in Cape Town."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Sociology, 2009. http://hdl.handle.net/11427/11869en_ZA
dc.identifier.citationDavies, C. 2009. "I don't see colour" : teacher discourses of integration in a selection of desegregated schools in Cape Town. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Davies, Claire Thandi AB - This thesis examines the discourses twenty three teachers in desegregated classrooms in Cape Town schools adopt toward integration and various constructions of difference. Discourse analysis reveals how the constructions of language, class and culture are being positioned as signifiers for difference, in place of race. Teachers tend either towards 'colour-consciousness 'or 'colour-blindness' in their discourses of race, and many white teachers demonstrate equality approaches toward different learners. Language as a difference is being used as a 'gate-keeper' to resist integration in schools. The construction of the past is problematic among some teachers, with the tendency to evade impacts the past still has on learners today. DA - 2009 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 T1 - "I don't see colour" : teacher discourses of integration in a selection of desegregated schools in Cape Town TI - "I don't see colour" : teacher discourses of integration in a selection of desegregated schools in Cape Town UR - http://hdl.handle.net/11427/11869 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/11869
dc.identifier.vancouvercitationDavies CT. "I don't see colour" : teacher discourses of integration in a selection of desegregated schools in Cape Town. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Sociology, 2009 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/11869en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Sociologyen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherDiversity Studiesen_ZA
dc.title"I don't see colour" : teacher discourses of integration in a selection of desegregated schools in Cape Townen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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