The gap between the planning and practice of education in South Africa is highly evident. This book engages with an instance of this gap by exploring the ways in which schools in South Africa deal with the sensitive issues surrounding the apartheid era. The curriculum in this area stipulates that teaching about apartheid should promote mutual respect and understanding between the nation’s various population groups. But how can these noble aims be translated into reality in a country whose teachers frequently fail to receive adequate training and which is struggling with the legacy of a recent past which has been painful for almost all groups within society? This book uses empirical methods to illuminate the tension-filled relationship between the stipulations set out in the South African curriculum and the practices taking place in its schools.
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