Abstract:

The severity of white poverty became increasingly evident in the 1930s. This led to the Carnegie Commission of 1932 investigating the causes, consequences and corrective measures of the poor white phenomenon. The findings of the Commission resulted in social, economic and political engineering initiatives aimed at eradicating white poverty. Partly due to social engineering policies white poverty became invisible. With the advent of democracy in 1994, the spotlight on black poverty gained prominence in government circles as a crucial redress issue. Recently, Christie (2006) pointed to a shift in the arithmetic of poverty as increasing white poverty struggles for attention on the fringes of post apartheid social justice discourses.

This paper will recruit theoretical support from postcolonial; and critical race theories; discourses on social inclusion and exclusion; and capability studies. Drawing on qualitative data that was collected through interviews with school principals, teachers and community leaders who lead schools in impoverished white communities, the paper aims to:
• explore the politics of poverty and disadvantage as racialised cultural and biological constructs;
• sketch the socio-economic contexts of the schools and the community from which the learners emanate; and
• explore the schools’ and community leader’s responses to the challenges of leading in impoverished white contexts.

Keywords:

Democracy and education, socio-politics of education, social justice, qualitative research.