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The Schools Act (No. 84 of 1996), which acted as a vehicle for removing all segregation from the exclusive education system of the apartheid era, was swiftly approved by the South African government after that country attained democracy in 1994.This article, which draws from current school-based work, examines the nature of the integration process in South African schools and its implications for redefining the borders between privilege and subordination in South Africa. The report argues that there is still an imbalance in contacts between Whites and Blacks at schools that were formerly all-White.This disparity is primarily driven by the need to impose cultural assimilation methods on Black people that require them to reject their own aesthetics and cultural traditions in favor of those of the majority middle-class and White group they enter. Yet, these developments are causing the establishment of even more intricate identity frameworks.In July 1997, the Language-in-Education Policy (LiEP) was put into effect by the South African government. This policy's objectives have been to promote use of all 11 official languages and the right to choose one's language of teaching and instruction, but it has traditionally proven challenging to put into practice.
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