n Acta Academica - Racial violence in South African schools : a media analysis

Volume 34, Issue 3
  • ISSN : 0587-2405


The aim of this article is to establish, by means of content analysis, how and with what purpose the print media, accused of perpetuating racism in South African society, report on racism in education, a social relationship that also seems to be constructed in ways that seem racist. In the micro-context, the following themes have been identified in a study of reports on racial violence in South African schools: both black and white parents, learners and other role players deny that they are racists. The violence in South African schools must therefore be attributed to the racist, violent, inhuman, amoral and unreasonable behaviour of the "other". And if the "self" sometimes acts violently against somebody of a different race (the other), it is justifiable. Themes in the macro-context of institutions and ideologies allude to the role played by politics (of both apartheid and assimilation) in racial violence in South African schools.

Die doel van hierdie artikel is om met behulp van inhoudanalise te bepaal hoe, en met watter doel voor oë, die media, wat daarvan beskuldig word dat hulle rassisme in die Suid-Afrikaanse samelewing in stand hou, rapporteer oor rassisme in die onderwys - 'n samelewingsverband wat skynbaar ook met rassisme deurspek is. In 'n mikro-konteks is 'n aantal diskursiewe temas deur middel van 'n studie van berigte oor rassegeweld in Suid-Afrikaanse skole geïdentifiseer: Swart en wit ouers, leerders en ander rolspelers ontken dat hulle self rassiste is. Die geweld in Suid-Afrikaanse skole moet dus aan die rassistiese, gewelddadige, onmenslike, immorele en onredelike optrede van die "ander" toegeskryf moet word. As die "self" soms gewelddadig teenoor iemand van 'n ander ras (die ander) optree, is dit regverdigbaar. Temas in die makro-konteks van instellings en ideologië hou verband met die rol wat politiek (apartheid en assimilasie) in rassegeweld in Suid-Afrikaanse skole speel.

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