Overview

Following the end of apartheid in 1994, the ANC government placed education at the centre of its plans to build a nonracial and more equitable society. Yet, by the 2010s a wave of student protests voiced demands for decolonised and affordable education. By following families and schools in Durban for nearly a decade, Mark Hunter sheds new light on South Africa's political transition and the global phenomenon of education marketisation. He rejects simple descriptions of the country's move from 'race to class apartheid' and reveals how 'white' phenotypic traits like skin colour retain value in the schooling system even as the multiracial middle class embraces prestigious linguistic and embodied practices the book calls 'white tone'. By illuminating the actions and choices of both white and black parents, Hunter provides a unique view on race, class and gender in a country emerging from a notorious system of institutionalised racism.

Full Product Details

Author:   Mark Hunter (University of Toronto)
Publisher:   Cambridge University Press
Imprint:   Cambridge University Press
Volume:   60
Dimensions:   Width: 15.60cm , Height: 2.10cm , Length: 23.50cm
Weight:   0.590kg
ISBN:  

9781108480529

ISBN 10:   1108480527
Pages:   320
Publication Date:   24 January 2019
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

1. Introduction; Part I. Racial Modernism, 1950s and '60s: 2. 'Larney' and 'rough and tough' schools: the making of White Durban; 3. Umlazi township and the gendered 'bond of education'; Part II. Marketised Assimilation, late 1970s–1990s: 4. The routes of schooling desegregation: protest, cooption, and marketised assimilation, 1976–2000; Part III. Schooling and Work after Apartheid: 5. From school to work: symbolic power and social networks; Part IV. Racialised Market, 2000s–: 6. 'What can you do for the school?' The racialised market, 2000s–; 7. New families on the bluff: selling a child in the schooling market; 8. Beneath the 'black tax' in Umlazi: class, family relations and schooling; 9. Conclusions: hegemony on a school bus.

Reviews

'Mark Hunter has produced the definitive text on the sociology of urban education in South Africa ... the book offers a novel account of how post-apartheid educational reforms have not led to the 'de-whitening' of the grammar of privilege ... [and] to understandings of schooling and youth identity in globalised cities.' Aslam Fataar, Universiteit Stellenbosch, South Africa and former President of the South African Education Research Association 'Hunter takes an issue at the centre of contemporary politics - schooling - and, through extensive ethnographic and archival research, elucidates the many inequalities at work while providing a deeply humanising portrait of those who face some of the greatest structural obstacles. This book sets a new standard for analysing the interplay of race and class in South Africa, one that is subtly attuned to gendered dynamics and linguistic formations.' Lynn M. Thomas, University of Washington '[Hunter's] research challenges the common-sense view that desegregated schools would be the lynchpin of deracialisation. This is a fine and original study of the remaking of race with implications well beyond South Africa's borders.' Shireen Hassim, University of the Witwatersrand, Johannesburg 'Mark Hunter has written another outstanding and hugely insightful book. This book establishes a new reading of South Africa's society and urban spaces, looking in detail at the case of Durban. He brings a sophisticated spatial perspective to understand new forms of racialisation of the prospects of South Africa's children, and of the profound inequalities created by education.' Jennifer Robinson, University College London 'This is a subtle, thoughtful, carefully argued book about the foundations of the enduring power of 'white tone' in post-apartheid South Africa.' Jonny Steinberg, University of Oxford `Mark Hunter has produced the definitive text on the sociology of urban education in South Africa ... the book offers a novel account of how post-apartheid educational reforms have not led to the `de-whitening' of the grammar of privilege ... [and] to understandings of schooling and youth identity in globalised cities.' Aslam Fataar, Universiteit Stellenbosch, South Africa and former President of the South African Education Research Association 'Hunter takes an issue at the centre of contemporary politics - schooling - and, through extensive ethnographic and archival research, elucidates the many inequalities at work while providing a deeply humanising portrait of those who face some of the greatest structural obstacles. This book sets a new standard for analysing the interplay of race and class in South Africa, one that is subtly attuned to gendered dynamics and linguistic formations.' Lynn M. Thomas, University of Washington `[Hunter's] research challenges the common-sense view that desegregated schools would be the lynchpin of deracialisation. This is a fine and original study of the remaking of race with implications well beyond South Africa's borders.' Shireen Hassim, University of the Witwatersrand, Johannesburg `Mark Hunter has written another outstanding and hugely insightful book. This book establishes a new reading of South Africa's society and urban spaces, looking in detail at the case of Durban. He brings a sophisticated spatial perspective to understand new forms of racialisation of the prospects of South Africa's children, and of the profound inequalities created by education.' Jennifer Robinson, University College London 'This is a subtle, thoughtful, carefully argued book about the foundations of the enduring power of 'white tone' in post-apartheid South Africa.' Jonny Steinberg, University of Oxford

'Mark Hunter has produced the definitive text on the sociology of urban education in South Africa ... the book offers a novel account of how post-apartheid educational reforms have not led to the 'de-whitening' of the grammar of privilege ... [and] to understandings of schooling and youth identity in globalised cities.' Aslam Fataar, Universiteit Stellenbosch, South Africa and former President of the South African Education Research Association 'Hunter takes an issue at the centre of contemporary politics - schooling - and, through extensive ethnographic and archival research, elucidates the many inequalities at work while providing a deeply humanising portrait of those who face some of the greatest structural obstacles. This book sets a new standard for analysing the interplay of race and class in South Africa, one that is subtly attuned to gendered dynamics and linguistic formations.' Lynn M. Thomas, University of Washington '[Hunter's] research challenges the common-sense view that desegregated schools would be the lynchpin of deracialisation. This is a fine and original study of the remaking of race with implications well beyond South Africa's borders.' Shireen Hassim, University of the Witwatersrand, Johannesburg 'Mark Hunter has written another outstanding and hugely insightful book. This book establishes a new reading of South Africa's society and urban spaces, looking in detail at the case of Durban. He brings a sophisticated spatial perspective to understand new forms of racialisation of the prospects of South Africa's children, and of the profound inequalities created by education.' Jennifer Robinson, University College London 'This is a subtle, thoughtful, carefully argued book about the foundations of the enduring power of 'white tone' in post-apartheid South Africa.' Jonny Steinberg, University of Oxford 'Mark Hunter has produced the definitive text on the sociology of urban education in South Africa ... the book offers a novel account of how post-apartheid educational reforms have not led to the 'de-whitening' of the grammar of privilege ... [and] to understandings of schooling and youth identity in globalised cities.' Aslam Fataar, Universiteit Stellenbosch, South Africa and former President of the South African Education Research Association 'Hunter takes an issue at the centre of contemporary politics - schooling - and, through extensive ethnographic and archival research, elucidates the many inequalities at work while providing a deeply humanising portrait of those who face some of the greatest structural obstacles. This book sets a new standard for analysing the interplay of race and class in South Africa, one that is subtly attuned to gendered dynamics and linguistic formations.' Lynn M. Thomas, University of Washington '[Hunter's] research challenges the common-sense view that desegregated schools would be the lynchpin of deracialisation. This is a fine and original study of the remaking of race with implications well beyond South Africa's borders.' Shireen Hassim, University of the Witwatersrand, Johannesburg 'Mark Hunter has written another outstanding and hugely insightful book. This book establishes a new reading of South Africa's society and urban spaces, looking in detail at the case of Durban. He brings a sophisticated spatial perspective to understand new forms of racialisation of the prospects of South Africa's children, and of the profound inequalities created by education.' Jennifer Robinson, University College London 'This is a subtle, thoughtful, carefully argued book about the foundations of the enduring power of 'white tone' in post-apartheid South Africa.' Jonny Steinberg, University of Oxford

Author Information

Mark Hunter is Associate Professor of Human Geography at the University of Toronto. His research methods combine ethnographic, historical, and geographical techniques and his first book, Love in the Time of AIDS: Inequality, Gender, and Rights in South Africa (2010), won the 2010 Amaury Talbot Prize and the 2010 C. Wright Mills Award.

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