{'fraction_non_alphanumeric': 0.02389572773352643, 'fraction_numerical': 0.011585807385952208, 'mean_word_length': 5.427906976744186, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Post-Apartheid Classroom: Some Emperical Evidence on Integration and Teacher-Learner Interphase

Research for this paper was done in the months of February, March, April and May 2004. Evidence was gathered from five different junior primary schools that were designated for Indian use only during the apartheid era (state enforced racial discrimination: 1948-1994), in five different suburbs in the city of Durban, KwaZulu-Natal, South Africa. During apartheid these suburbs too were classified for Indian occupation only. Since 1994, when the first democratic election was held and the African National Congress (ANC) formed the first post-apartheid government, the demographics in the Indian dominated suburbs and its schools were substantively transformed in a very short period in the greater Durban region. The paper focuses on this transformation through tabulated evidence and discussion, sought through interviews, questionnaires and observations with teachers and mainly isiZulu speaking children in five classes -four from grade one classes and one from a grade three class. The four tables relate to information on racial and gender breakdown of classes, the time children take to reach school, their domestic conditions and teachers' assessments of African children's proficiency in English-since the province of KwaZulu-Natal is dominated by people of Zulu origin.