A roadblock to social justice? An analysis and critique of the South African education Roadmap

2011 ◽  
Vol 31 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Leon Tikly
Keyword(s):  
Social Justice ◽  
South African ◽  
The South ◽  
African Education ◽  
South African Education

scholarly journals Critical agency in the post-apartheid education system

2015 ◽  
Author(s):  
Nazir Carrim
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Critical Thinking ◽  
South African ◽  
Educational System ◽  
Education System ◽  
The South ◽  
African Education ◽  
South African Education

This paper looks at critical agency in the South African education system. There has been a consistent linking of critical thinking with critical agency under apartheid, and that this was constructed by a ‘critical struggle’ (Touraine, 1985) against apartheid domination. However, this changed significantly in the post-apartheid moment, where compliance with the newly elected government is emphasised, and could be viewed in terms of ‘positive struggles’ (Touraine, 1986). These, however, limit critical agency in the post-apartheid formation. There is, nonetheless, evidence of critical agency being enacted in the post-apartheid education system. The importance of highlighting those forms of critical agency is crucial in order to enhance social justice in the post-apartheid educational system and society. This paper also links critical agency in the post-apartheid situation with the postcolonial and postmodern conditions because such conditions affect the possibilities of critical agency not only in South Africa but more generally.

scholarly journals School governance and funding policy in South Africa: Towards social justice and equity in education policy

2020 ◽  
Vol 40 (4) ◽  
pp. 1-12
Author(s):  
Yusuf Sayed ◽  
Shireen Motala ◽  
David Carel ◽  
Rashid Ahmed
Keyword(s):  
Social Justice ◽  
South African ◽  
School Funding ◽  
Black Population ◽  
School Governance ◽  
Funding Policy ◽  
The South ◽  
African Education ◽  
South African Education ◽  
Operational Failures

Equity and redress, in and through education, are fundamental commitments of the new South African democratic government that ensued in 1994 after a brutal and protracted history of colonial and apartheid segregation and oppression denied the majority black population the fundamental right to equitable and quality education. A raft of ambitious and far-reaching policies were put in place to achieve these laudable goals. Yet more than 26 years after the ending of colonial and apartheid rule, the South African education system, and society in general, remain, far from equal – made apparent by the current COVID-19 pandemic. In this paper we take a critical (re)look at South African education governance and funding policies, considering why the South African Schools Acts (SASA) and the National Norms and Standards for School Funding (NNSSF), first promulgated in 1997 and 1998 and subsequently amended, have not delivered as expected on the promises of equity, redistribution and redress. The paper advances conceptual flaws, operational failures and implementation naivety as to why these promises have not been realised, advocating for an alternative social justice model for school governance and funding.

scholarly journals Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field

2013 ◽  
Vol 8 (5) ◽  
Author(s):  
Ramodikoe Nylon Marishane
Keyword(s):  
South African ◽  
Delivery System ◽  
Rural Schools ◽  
Qualitative Method ◽  
The South ◽  
African Education ◽  
Rural South ◽  
South African Education ◽  
Education Delivery ◽  
Depth Interviews

This study examines the management of school infrastructure in the context of the “no-fee schools” policy introduced in the South African education delivery system. Focusing on four rural schools, the study applied a qualitative method, which involved observation of infrastructure conditions prevailing at four selected schools and in-depth interviews held with their principals. The study has found that though the no-fee policy has come to relieve poor parents of the burden of paying school fees, it does not help schools in addressing their infrastructural challenges.

scholarly journals Editorial

2017 ◽  
Vol 14 (6) ◽  
pp. 1
Author(s):  
Francois Venter
Keyword(s):  
South African ◽  
Education Law ◽  
Special Edition ◽  
The South ◽  
African Education ◽  
North West ◽  
The North ◽  
South African Education ◽  
Faculty Of Education ◽  
Sport Events

The papers published in this special edition on law and education were written on the initiative of the South African Education Law Association (SAELA).JP Rossouw of the Faculty of Education Sciences of the North-West University (Potchefstroom Campus) and current chairperson of SAELA and Wilna Keet (attorney of Pratt Luyt & De Lange, Polokwane) investigate the delictual liability of educator-coaches in their combined functions as coaches, organisers of sport events, referees and sport officials in the context of the security of learner participants.

scholarly journals The emergence of an education policy dispositif in South Africa: An analysis of educational discourses associated with the fourth industrial revolution

2020 ◽  
Author(s):  
Aslam Fataar
Keyword(s):  
South Africa ◽  
South African ◽  
Industrial Revolution ◽  
Research Association ◽  
The South ◽  
African Education ◽  
Generic Skills ◽  
Fourth Industrial Revolution ◽  
South African Education ◽  
The Impact

The notion of the fourth industrial revolution (4IR) has recently entered the public and policy domain in South Africa. It has rapidly found resonance in policy discourse and the popular media. It has also entered the language of educational policy and institutions. The impact of 4IR on educational thinking and practice has hitherto not featured in academic discussion on education in South Africa except for a keynote plenary session at the annual conference of the South African Education Research Association (SAERA) in Durban (October 2019). The South African Education Deans Forum recently published a call for the submission of chapters for a book on teacher education, 4IR, and decolonisation. In this article, I develop an address that I delivered at the SAERA 2019 conference as part of the plenary panel. The article consists of four sections. The first offers a consideration of the entry of 4IR discourse into the educational imaginary. I suggest in this section that 4IR discourse has installed a socio-technical imaginary in South Africa's unequal educational dispensation. The second section concentrates on the construction of educational governance. Based on research on 4IR-related policy making, I discuss the policy directions taken by the Department of Higher Education and Training and the Department of Basic Education in giving effect to ways of engaging with 4IR in each of their domains. The third section features a discussion of the impact of technological disruption on society, the economy and education. The final section presents a discussion of the emerging educational architectures in the 4IR and a critical consideration of the curriculum and pedagogical dimensions of 4IR, which, I argue, are informed by an orientation that prioritises the acquisition of generic skills. Sidelining knowledge and concepts as central to the structuring of the curriculum, a generic skills approach succumbs to what might be called a knowledge blindness that holds pernicious consequences for epistemic access in South Africa.

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