STUDENT EXPERIENCES OF IMMIGRANT TEACHERS IN SOUTH AFRICAN SCHOOLS

Abstract

1. Introduction Educational reforms in South Africa have been framed by legislative policies that promote democracy and human rights. The South African Schools Act (Act No 37 of 1997) catalysed by the Bill of Rights and the South African Constitution formalised the process of desegregation of schools in South Africa. As a result of these constitutional measures, the public schooling system in South Africa has undergone radical changes. It created the opportunity for students from diverse cultural backgrounds to attend public schools of their choice; as much as this choice was determined by extraneous factors such as high school fees, travelling distances, language of instruction, amongst others. It also created the opportunity for teachers of any race group to teach at public schools. Furthermore, it created the opportunity for black (Indian/ African) immigrant teachers to be employed at public schools in South Africa. A vast number of black (Africa/Indian) immigrant teachers who are employed at South African schools come from the African continent, India, Pakistan and Sri Lanka. Consequently, many South African learners have for the first time been exposed to these immigrant teachers. What is the ethos of reception that South African learners provide to immigrant teachers? What are the reactions of South African learners towards immigrant teachers? What are some of the challenges that South African learners encounter? What are some of the opportunities? What lessons can be learnt from these experiences? Accordingly, this study asks, what are students' experiences of immigrant teachers in South African schools? Against this context we developed a project to look at experiences of immigrant teachers in general and more specifically how they reconstruct and renegotiate their professional identities in this new context. The findings are discussed in some publications (Vandeyar, Vandeyar & Elufisan 2013). In focusing on students that were taught by these immigrant teachers, as a means of triangulating the data, it became evident that talking about their experiences of immigrant teachers meant also that they expressed views and opinions about South African teachers. The portrait that unfolded was one of immigrant teachers juxtaposed against South African teachers. The picture they created about South African teachers is troublesome in its negativity. The purpose of this paper is twofold; to explore South African learners' experiences of immigrant teachers and to establish in detail what the negative picture of South African teachers is about and what implications it holds for South African society. The findings are presented and subsequently analysed and discussed in an attempt to unpack learners' experiences of immigrant teachers in South African schools? 2. Background context The advent of democracy in South Africa witnessed the reincorporation of South Africa into the international arena and also the dissolution of South Africa's fortified borders which allowed more people and goods to enter the country effortlessly (Klotz 2000). Before 1994 only white Europeans were allowed to enter South Africa as professionals while black Africans were restricted to the supply of unskilled labour such as farm labourers and mine workers (Adepoju 2003). During the apartheid era it was government policy to relentlessly limit black immigration and actively encourage white immigration (Morris 1998: 1118). The relaxation of fortified borders particularly afforded immigrants from other African countries that were previously denied access, to now freely enter South Africa. This easier access brought about challenges and opportunities for black immigrants. First, it exposed many black immigrants, especially those from African countries, to xenophobic violence (Sharp 2008; Steinberg 2008). One of the reasons for these attacks is that some South Africans, especially black African South Africans (1) perceive immigrants from African countries as competitors for available jobs and resources (Stemmett 2008; Hassim, Kupe & Worby 2008). …