Schooling Experiences of Migrant Learners from Democratic Republic of Congo in KwaZulu-Natal Province, South Africa

Jude Nnadozie, Pholoho Justice Morojele


The course of globalisation has been fuelled by both the exchange of goods and capital and also the voluntary exchange of human skills. However, the socio-political and economic instability in many developing countries has also fuelled forced migration where people involuntarily flee their home countries in order to overcome adversity. This study examined schooling experiences of migrant children from the Democratic Republic of Congo (DRC) in KwaZulu-Natal, South Africa. The research approach employed was qualitative case study methodology and data was collected using critical story account, semi-structured interview and focus group interview. The results show that schooling experiences in South Africa of migrant children from the DRC are filled with challenges: the issue of stereotypes, sense of isolation and exclusion as a result of cultural and identity differences with South African learners. The fact that teachers and learners are divided between those who are supportive and those who are not supportive suggest that the participants are confronted with challenges in the way they experience schooling in South Africa. On the other hand there are aspects of their schooling in South Africa that are positive, these being that they are exposed to opportunities of higher standard of education than in the DRC.


Learners;Migrants; Inclusive Education; Identity

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