摘要：AbstractThe aim of the paper was to revisit issues and challenges pertaining to integrated school settings (historically white schools or ex-Model C schools) in the Northern Cape province of South Africa. To accomplish the stated goal, 241 white educators were investigated as to ascertain their perceptions regarding key aspects of teaching black learners in multicultural school contexts. A main finding revealed that integration in the Northern Cape schooling context, implies interrogating different notions attached to multicultural education, such as constructing anti-racist curricula; enhancing critical pedagogies; cultivating cultural relevant learning environments; teaching for social justice and source material that are underpinned by a democratic value system.
关键词：School integration;multicultural education;white educator perceptions;black learners;South Africa
