Abstract
This article reports on a section of the results of a South African-Netherlands Research Foundation Programme on Alternatives Development (SANPAD) project that was undertaken at Edgewood College of Education and three primary schools in KwaZulu-Natal, South Africa. The project covered a ten-year period and investigated the response of a previously `white' college of education to the desegregation of its student body, both in terms of its institutional responses and the changes in its curriculum and course offerings. It then went on to interrogate preservice teachers' experiences of multicultural and anti-racism education during their teacher education at college and during their teaching practicum session at the schools. Data was collected by examining curriculum documents and course outlines, administering questionnaires, undertaking semi-structured interviews with the college staff and pre-service teachers, and using observation schedules to examine the pre-service teachers teaching of a variety of subjects at their practicum school. The student questionnaires were analysed and common themes were captured.
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