Transcending Apartheid in Higher Education: Transforming an Institutional Culture

Autor/inn/en	Suransky, Caroline; van der Merwe, J. C.
Titel	Transcending Apartheid in Higher Education: Transforming an Institutional Culture
Quelle	In: Race, Ethnicity and Education, 19 (2016) 3, S.577-597 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2014.946487
Schlagwörter	Racial Segregation; Social Change; Organizational Culture; Student Leadership; Leadership Role; Interviews; Foreign Countries; Higher Education; Universities; Racial Bias; Organizational Change; Racial Identification; Racial Differences; Sex Fairness; Masculinity; Armed Forces; History; South Africa + Suchen Sie Ihr Suchwort? Rassentrennung; Sozialer Wandel; Unternehmenskultur; Studentenwerk; Interviewing; Interviewtechnik; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Racial discrimination; Rassismus; Organisationswandel; Rassenunterschied; Sexualaufklärung; Männlichkeit; Military; Militär; Geschichte; Geschichtsdarstellung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Twenty years after Nelson Mandela became President of South Africa, deeply entrenched inequalities and injustices are still at the core of the country's social fabric. South Africa's public and private sectors continue to battle with the situation and higher education institutions are no exception. The South African Ministry of Education has identified systemic problems within the institutional cultures of universities as one of the key obstacles to change. This article focuses on a racist incident that occurred at the University of the Free State (UFS) in South Africa in 2007. The incident shook the university's institutional culture to the core and became a catalyst for change for universities across the country. We portray the institutional culture of the UFS on the basis of a series of interviews with management and student leaders who personally played key roles in handling the incident in 2008. The interviews reveal some of the "story stock" within the institutional culture and highlight four interrelated dimensions of contestation. The stories also show that the interviewees frequently situate and justify their beliefs and actions in an intergenerational chain. Finally we consider some of the implications of our findings for the ongoing reconstruction of post-apartheid institutional cultures in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01