The South African higher education system has historically been characterized by racial and gender inequities inherited from the discriminatory policies of the apartheid era. From the ascent to power of the National Party in 1948, tertiary institutions were divided along ethno-linguistic lines in accordance with the segregationist policies of the apartheid system. The 1990s ushered in a new political era characterized by the un-banning of political parties, the release of political prisoners, and the shift of political power from the Nationalist party to the government of national unity led by the African National Congress. Since the change of government in 1994 there has been a concerted effort to transform the system of higher education from one in which race, gender, and class determine access and success, to a more equitable one. The demise of apartheid in South Africa requires that educational institutions transform in order to reflect the changing nature of the country. This volume includes case studies on South African tertiary institutions immersed in the process of transformation, examining the issue of language policy at Afrikaans-medium institutions, the challenges that the historically white, English-medium institutions face when including a previously excluded group, the experiences of Black South African students enrolled at such institutions, and the challenges faced by historically disadvantaged institutions.

The South African higher education system has historically been characterized by racial and gender inequities inherited from the discriminatory policies of the apartheid era. Emerging from a higher education history plagued with deeply entrenched racial disparities, Voices of Conflict examines how academic programs and structures at the historically white universities have responded to the increasing enrollment of black students since the enactment of the Universities Amendment Act in 1983. Dr. Mabokela specifically seeks to understand the perceptions and attitudes of students, faculty, and administrators and to determine how these respective constituents have responded to changes in student demographics. Her study brings to light, with clarity and thoroughness, many too often overlooked and neglected issues in higher education in South Africa.

The authors provide teachers and school leaders concrete suggestions to address workplace relationships; to respond to intergroup conflict; to create positive exchanges among different ethnic groups of teachers; and to create a strategic process to address diversity issues.

Schools are undergoing momentous challenges as they evolve from monocultural non-diverse contexts to ones that contain ethnically diverse, multilingual and economically poorer children. Increasing diversity among teachers and students is one of the most critical adaptive challenges facing schools. The intent of this book is to address issues of organizational culture and its relationships in creating inclusive schools. The authors provide teachers and school leaders concrete suggestions to address workplace relationships; to respond to intergroup conflict; to create positive exchanges among different ethnic groups of teachers; and to create a strategic process to address diversity issues.

Contents:
Series Editor's Foreward; Preface; Tables and Figures; Chapter 1: Divergent Voices and Visions; Chapter 2: Education Policy in Context; Chapter 3: Evolution of Admissions Policies; Chapter 4: Student Voices - Attitudes, Perceptions and Insights; Chapter 5: Worlds Apart - Faculty Perceptions and Realities; Chapter 6: Revolving Door - Faculty Recruitment Programs; Chapet 7: Summary and Policy Recommendations; Appendix: Research Methods; References: Index