The implementation of learner integration and its challenges in a selected former Model C school: Learners’ perspectives

Abstract

The purpose of the study reported on here was to explore the implementation of learner integration and its challenges in a selected former Model C school. This is an expansion of the findings of a larger study, “Understanding and enhancing of learner integration in a selected ex-model C school” by Theresia Joakim Kanyopa. Based on South Africa’s history, the term “former Model C” (also ex Model C) is still commonly used to describe those schools that were formerly Whites-only but are now multiracial schools. Learner integration is a major issue in global contemporary education practice. Contemporary literature on learner integration in former Model C schools reveals complex impediments. Some of the impediments are essentially beyond the capabilities and competencies of learners, teachers and principals. In this article we argue that the lack of an effectively designed practice is central to the impediments to learner integration. This was a qualitative case study grounded within the critical research paradigm, hence the critical emancipatory research (CER) theoretical framework was adopted. We used purposive and convenience sampling to select the research site and participants. Four Grade 11 learners (2 boys and 2 girls) were purposively selected because of their availability and willingness to participate in the study. Their ages were between 16 and 19 years. Data were generated through interviews and reflective writing. Importantly, to achieve successful learner integration in former Model C schools, we affirm that these schools must revise their practices, programmes and policies to create an integrative learning  nvironment that ensures learner safety and an environment that supports, develops end enhances their academic goals. The findings from the study indicate that learner integration in former Model C schools can be successfully done by valuing the learners’ diversities regardless of their backgrounds, ethnic groups, status or races.