Race, Class and Inequality in Education: Black Parents in White-Dominant Schools After Apartheid

  • Tshepiso MatentjieEmail author
Part of the Policy Implications of Research in Education book series (PIRE, volume 10)


This research explores how black middle-class parents in white-dominant schools utilise their agency to deal with inequality in their children’s schools. The personal interests and motives of parents as reflected in their decisions to employ specific strategies over others are explored. In addition, how those decisions position them in their ability and effectiveness in addressing inequality and advocating for their children when critical racial incidents occur, are also explored. It therefore also examines the extent to which racial integration has succeeded in white-dominant schools where black parents constitute a racial minority. It highlights subtle ways in which inequality and discrimination is expressed within the schools in post-apartheid South Africa. It also raises questions about whether it is feasible to tackle inequality at a micro-level of the school. And it asks whether black middle-class parents, with their material resources are in a better position to tackle inequality at the level of the school. The study reveals that the parents are not just victims of racial injustice but that their patterns of deploying agency actually create contexts in which the very strategies they employ unintentionally perpetuate white racial hegemony and continued inequality.


Black middle-class parents Educational strategies Inequality 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Matentjie Consulting Services Pty LtdStrubensvalleySouth Africa

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