SUNScholar - Browsing by Author "Damons, Yolande L."

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Has educational transformation deepened democracy in public high schools?
(Stellenbosch : Stellenbosch University, 2001-12) Damons, Yolande L.; Waghid, Yusef; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies .
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.