Racial Desegregation and Schooling in South Africa: Contested Geographies of Class Formation

Mark Hunter
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Mark Hunter: Department Social Sciences/Geography, University of Toronto, Scarborough, 1265 Military Trail, Toronto, Ontario M1C 1A4, Canada; and School of Development Studies, University of KwaZulu-Natal

Environment and Planning A, 2010, vol. 42, issue 11, 2640-2657

Abstract: Much research on racial desegregation in South Africa uses residential data to track how richer black South Africans are moving from apartheid spaces to higher income suburbs; how racial privilege is giving way to class privilege. Drawing on geographers' relational conception of space and anthropologist Sherry Ortner's notion of a ‘class project’, in this paper I show the importance of geographies of schooling to class formation. The study tracks how schools and two groups—township residents and poorer shack residents—affect and navigate access to schools in Durban. Of importance to class formation, the study finds that children of relatively poor, but not the poorest, township dwellers can commute very long distances to attend prestigious schools. Consequently, racial mixing is more evident in South Africa's schools than in its residential areas—the opposite scenario to that found in many other countries. Yet children born to very poor residents of urban informal settlements face considerable barriers when trying to access well-resourced schools: although they are legally entitled to attend prestigious schools located close to informal settlements, they can often live with extended families hundreds of miles away in rural areas. This new geography of schooling leads to the marginalization of some children but the perception of, and potential for, intergenerational class mobility among a quite significant group of black South Africans.

Date: 2010
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Persistent link: https://EconPapers.repec.org/RePEc:sae:envira:v:42:y:2010:i:11:p:2640-2657

DOI: 10.1068/a439

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