Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The process of educational transformation in South Africa was characterised by
the creation of a coherent policy and legislative framework (e.g. Constitution;
South African Schools Act, 1996) that would form the basis for systematic
changes. My concern is if or to what extend the transformational goals of
access, redress, equality, quality, freedom and participation manifest itself in
public high schools, particularly those schools from historically disadvantaged
communities.
Engaging in an interpretive and critical analysis of data (South African Schools
Act, 1996 and diverse educator voices), I explore the conceptual and pragmatic
links between different nuances of democracy in schools. There seem to be
huge gaps between policy and practice. As the transformation of the education
system is inseparable from the total transformation of our nation, I contend that
the education landscape needs to be reviewed. A rigorous multi-facetted
approach by all role players is necessary in order to meet the complexity of
challenges to the process of transforming the education system of South Africa,
in order to bring about a deep democracy.
KEY WORDS: Education, transformation, democracy, participation, equality
and quality. / AFRIKAANSE OPSOMMING: Die proses van onderwys-transformasie in Suid-Afrika is gekenmerk deur die
daarstelling van 'n koherente beleids-en wetgewende raamwerk (o.a.
Konstitusie; Suid-Afrikaanse Skolewet, 1996), wat die grondslag van
sistematiese veranderinge sou vorm. My besorgdheid is of, en tot watter mate
die transformasie-doelwitte van toeganklikheid, regstelling, gelykheid, kwaliteit,
vryheid en deelname in publieke hoërskole gemanifesteer word - veral dié
skole in histories benadeelde samelewings.
Verbind tot 'n interpretatiewe- en kritiese data-analise van die Suid-Afrikaanse
Skolewet en menings van diverse onderwyslui, ondersoek ek die konseptueie
en pragmatiese skakeling tussen verskillende nuanses aangaande demokrasie
in skole. Daar blyk groot gapings tussen beleid en praktyk te wees. Omdat die
transformasie van die onderwysstelselonlosmaaklik deel vorm van die totale
transformasie van ons nasie, voer ek aan dat die opvoedkundige landskap
dringend in heroënskou geneem moet word. 'n Daadwerklike, multi-fassettige
benadering deur alle rolspelers is nodig ten einde die komplekse uitdagings ten
opsigte van die transformasie van die Suid-Afrikaanse onderwys die hoof te
bied, en sodoende 'n diep demokrasie tot stand te bring.
SLEUTELWOORDE: Onderwys, transforrnasie, demokrasie, deelname,
gelykheid en kwaliteit.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52294 |
| Date | 12 1900 |
| Creators | Damons, Yolande L. |
| Contributors | Waghid, Y., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies . |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 72 p. |
| Rights | Stellenbosch University |
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