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作者

来源

URBAN EDUCATION,Vol.53,Issue7,P.929-956

语言

英文

关键字

black education; desegregation; diversity; race; South Africa; UNIVERSITY-STUDENTS; RACE; OPPRESSION; FINANCE

作者单位

[Ndimande, Bekisizwe S.] Univ Texas San Antonio, Dept Interdisciplinary Learning & Teaching, San Antonio, TX USA. [Neville, Helen A.] Univ Illinois, Dept Educ Psychol, Urbana, IL USA. [Neville, Helen A.] Univ Illinois, Dept African Amer Studies, Urbana, IL USA. Ndimande, BS (reprint author), Univ Texas San Antonio, One UTSA Circle, San Antonio, TX 78249 USA. E-Mail: ndimande@uwalumni.com

摘要

Data suggest that having a positive, internalized racial identity is related to healthy outcomes. Although some scholars have highlighted the role of education in providing a context to develop such an identity, there is a dearth of research in this area. This study analyzed racial life narrative interviews with 15 Black South Africans to explore the role of education in shaping individuals' perceptions of being Black during and after apartheid. We uncovered three interrelated dimensions: Educational System Shapes Opportunities, Educational Context Influences Racial Awareness (through opportunities for student activism, curriculum, and personal experiences with discrimination), and Education as (Racial) Empowerment.