"Just Sort of Fumbling in the Dark": A Case Study of the Advent of Racial Integration in South African Schools

School leadership and equity: Canadian elements

“…Ready to learn implies that the children will arrive daily, on time, well fed, attentive, fluent in the language of instruction, and obedient to the teacher and the rules of the school. This insistence on sameness has led to what Penny (1993) called the predominant ideology of 'racelessness'. If educators do not collect data according to linguistic or ethnic difference, then they can claim that all children are being treated equally.…”

Location and Education in South African Cities under and after Apartheid

“…The families belong to two different types, nonwhites or blacks (type B) and whites (type W) whose respective 7 The inefficiency of segregation, the need for qualification, and the de facto emergence of "gray areas" (mixed neighborhoods) boosted desegregation in schools even before the abolition of Apartheid laws. For an interesting presentation of school desegregation and subsequent issues in South Africa, see Naidoo [22,23], Tikly [30,31], and Penny et al [25]. 8 All of these assumptions are very standard in urban economics, and relaxing them does not alter our main conclusions (see Fujita [16]).…”

“…Sociologists have pointed out the particularities associated with school desegregation in South Africa, which boils down to "integrating a majority group into a privileged minority culture" (Penny et al [25]). In particular, black children bear some of the costs of integration, because they have to adapt to the language (English or Afrikaans) or to new norms at school (Naidoo [23]; Vally [35], Zafar [39,40]).…”

“…Equation (25) states that the land rent paid at the city fringe is equal to the outside land rent normalized to 0. Equation (26) says that, under rational expectations, the expected number of black children going to the central school (denoted in equilibrium by N P BC ) has to be the average number of black children that attend the central school.…”

“…Now, since we know the equilibrium values of N P BC , h P C andθ P x , we can derive the equilibrium utility levels of blacks and whites. By using (27), (25) and (24), we obtain…”