Voices of Conflict: Desegregating South African Universities (Garland Reference Library of Social Science, V. 1408.)

On the morning of February 12, 1990, I sat quietly in the TV lounge of my residence hall and watched as Nelson Mandela was released from prison, where he had spent 27 years of his life. Annotation. 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 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.

"Voices of Conflict examines how academic programs and structures at the historically white universities have responded to the increasing enrollment of black students since enactment of the Universities Amendment Act in 1983. Dr. Mabokela 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. His study brings often overlooked and neglected issues to light with thoroughness and clarity."--BOOK JACKET.