Inside and outside the school gates: Exploring marginalisation in KwaZulu-Natal schools in South Africa

This article explores some of the key themes that emerge from case studies of schools within one of the provinces of post-apartheid South Africa, when the lens of social justice is placed on the experiences of teachers, managers and learners. It focuses on how these individuals experience new forms of marginalisation/inclusion within the context of the reformed educational policy context. It points to how these new policies, which were designed to address issues of diversity, are interpreted, understood and enacted in practice at school level. The study highlights the impact of community-generated income which is expected to sustain a preferred schooling ethos, yet in practice further entrenches class divides in society It offers a review of the renewed efforts needed at the policy level, the institutional level and at an individual level to capacitate teachers, managers, parents and learners in realising ideals of social justice and development.