An ambiguous, contested terrain: governance models for a new South African education system

Weber, Everard

doi:10.1016/s0738-0593(01)00031-1

Cited by 17 publications

(7 citation statements)

References 30 publications

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“…The difference in the quality of education received by white and blacks during the apartheid era was enormous and was caused by, amongst other things, the amount of resources allocated by the state to African and white schools (Weber, 2002). What is a cause for concern is that African schools, in spite of the fact that apartheid discriminatory legislation relating to the sector has been repealed, have not significantly improved their performance since 1994, and still remain ill equipped to prepare students for the modern economy .…”

Section: Article In Pressmentioning

confidence: 99%

Land reform and livelihoods in South Africa's Northern Cape province

Bradstock

2006

Land Use Policy

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Section: Article In Pressmentioning

confidence: 99%

Land reform and livelihoods in South Africa's Northern Cape province

Bradstock

2006

Land Use Policy

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“…Contextualizing South African School's Governance Introduction of Self-managing Schools to South Africa Decentralized school management was introduced at former white schools in 1990 in South Africa (Webber, 2002). This first manifestation of self-managing schools may be perceived as politically motivated because it was only the former white schools, which gained self-managing status.…”

Section: Introductionmentioning

confidence: 99%

School Governing Bodies in South African Schools: Under Pressure to Enhance Democratization and Improve Quality

Heystek¹

2011

Educational Management Administration & Leadership

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Governing bodies in South Africa are expected to have an important role in ensuring high quality education in schools as well as in the democratization of the post-apartheid South Africa. However, current legislation precludes governing bodies from involvement in the professional management of schools. Governing bodies are democratically elected and thus they comply with representative democratic expectations. The governing bodies are less successful in the participative democratic model because of factors such the literacy of parents, the expectations of parents, the negative perceptions of principals and parents and the availability of parents to attend governing body meetings. The Education Laws Amendment Bill of 2007 may provide an opportunity for some governing bodies with capable and committed members to be more involved in the governing body activities. Governing bodies may not be successful in supporting schools to improve the quality of the education provided. However, there are indications that governing bodies may play a positive role in the school and the community to build democratic foundations that will lead towards sustainable high-quality education for all children.

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“…Propagating the idea that the 'Bantu' (Black African) mind was different from supposedly superior white minds, the Act justified separate schools and a distinct curriculum segmented along racial lines (Seidman 1999). Public spending per child by the apartheid state was as much as eight times higher for white education than for black education (Weber 2002a), and education for blacks was intentionally limited to inhibit their politicisation (Brewer 1986). Ultimately, the normative objective was to teach blacks 'to know their place as suppliers of cheap labour' (Weber 2002b, 280).…”

Section: Mandela's Perspective On Educationmentioning

confidence: 99%

Social justice and human rights in education policy discourse: Assessing Nelson Mandela's legacy

Gebremedhin

Joshi

2016

Educ. as change.

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Twenty years after South Africa's democratisation, Nelson Mandela's passing has prompted scholars to examine his legacy in various domains. Here we take a look at his legacy in education discourse. Tracing Mandela's thoughts and pronouncements on education we find two major emphases: a view of education as a practical means to economic development, and education as a means to social justice, human rights, and democracy. Assessing the legacy of these twin emphases, we conducted qualitative and quantitative content analysis of turning point documents in education policy and annual reports from the respective South African ministries of education over the last two decades. Our analysis reveals that although a focus on education policy for economic development has consistently remained strong, Mandela's view of education serving to foster social justice, inter-racial equality, human rights, and a deepening of democracy has faded from official educational policy discourse.

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An ambiguous, contested terrain: governance models for a new South African education system

Cited by 17 publications

References 30 publications

Land reform and livelihoods in South Africa's Northern Cape province

Land reform and livelihoods in South Africa's Northern Cape province

School Governing Bodies in South African Schools: Under Pressure to Enhance Democratization and Improve Quality

Social justice and human rights in education policy discourse: Assessing Nelson Mandela's legacy

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