Black Learner Perceptions of Teacher-Learner and Learner-Learner Relationships in Multicultural Spaces of Historically White Schools

Abstract

The purpose of this paper is to report on a research study which explored the perceptions of black learners with regard to their teacher-learner and learner-learner relationships in multicultural spaces of Historically White Schools in the five educational districts of the Northern Cape province in South Africa. A quantitative research approach, embedded in a descriptive data method of data analysis was employed, where a self-designed 4-point Likert scale questionnaire was given to 1037 black high school learners attending Historically White Schools in the Northern Cape. Learners used for the study included learners in grades 10 to 12. Selected items related to black learners’ perceptions of their relationships with their teachers and fellow learners in Historically White Schools. Data were analysed using descriptive analyses. In general, the study revealed that black learners experienced relatively pleasing relationships with their teachers and fellow learners alike. The study is noteworthy, as it reveals that black learners attending Historically White Schools feel accepted and respected by their teachers and fellow learners, which, in turn, is favourable for learners’ emotional security, sense of belonging and academic achievement. The study further highlights the critical value of teacher-learner and learner-learner relationships to learning, interaction, socialisation and communication in Historically White Schools, noting the tendency of these schools to assimilate black learners into the existing school culture, which is fundamentally based on Eurocentric values.