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Has educational transformation deepened democracy in public high schools?

dc.contributor.advisorWaghid, Yusefen_ZA
dc.contributor.authorDamons, Yolande L.en_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies .en_ZA
dc.date.accessioned2012-08-27T11:34:56Z
dc.date.available2012-08-27T11:34:56Z
dc.date.issued2001-12
dc.identifier.urihttp://hdl.handle.net/10019.1/52294
dc.descriptionThesis (MPhil)--University of Stellenbosch, 2001.en_ZA
dc.description.abstractENGLISH 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.en_ZA
dc.description.abstractAFRIKAANSE 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.af_ZA
dc.format.extent72 p.
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectEducation -- South Africaen_ZA
dc.subjectEducational change -- South Africaen_ZA
dc.subjectDemocracy -- South Africaen_ZA
dc.subjectEducation, Secondary -- South Africaen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleHas educational transformation deepened democracy in public high schools?en_ZA
dc.typeThesisen_ZA
dc.rights.holderStellenbosch Universityen_ZA


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