Can critical theory contribute towards enacting democratic policy implementation in schools?

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dc.contributor.advisorWaghid, Yusefen_ZA
dc.contributor.authorNxawe, Lungiswaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2012-08-27T11:35:07Z
dc.date.available2012-08-27T11:35:07Z
dc.date.issued2002--12
dc.descriptionThesis (MEd)--Stellenbosch University, 2002.en_ZA
dc.description.abstractENGLISH ABSTRACT: This assignment addresses the question whether critical theory can contribute towards enacting democratic policy implementation in schools. With reference to the Norms and Standards for Educators of 2000, I argue that critical educational theory offers an adequate framework of thinking and acting to engender democratic policy implementation in schools. Using conceptual analysis, this assignment shows that one first needs to understand the meanings of concepts before one can consider implementing them. Many of the problems facing teachers in schools involve them not having sufficient understanding of educational concepts. Hence, they seemingly find it difficult to effectively implement policy. This results in the fact that democracy remains undermined. This assignment provides a modest attempt to show that democracy does not have to be sacrificed. However, then it requires teachers to use principles of critical educational theory to ensure that effective policy implementation does occur in schools.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie taak beantwoord die vraag of kritiese opvoedkundige teorie 'n bydrae kan lewer om demokratiese beleidsimplementering in skole kan bewerkstellig. Met verwysing na die Norme en Standaarde vir Opvoeders van 2000, argumenteer ek dat kritiese opvoedkundige teorie 'n voldoende denk- en aksieraamwerk verskaf om demokratiese beleidsimplementering in skole te realiseer. Deur gebruik te maak van konseptuele analise, poog hierdie taak om te bewys dat 'n individu eerstens die betekenisse van konsepte moet verstaan voordat dit oorweeg kan word om sulke konsepte te implementer. Baie van die probleme wat onderwysers in skole tans in die oë staar is daaraan te weë dat hulle nie 'n voldoende begrip van hierdie konsepte het nie. Dis kom dit voor asof hulle dit problematies ervaar om beleid effektief te implementer wat tot die gevolg het dat demokrasie ondermyn word. Hierdie taak is 'n poging om aan te dui dat demokrasie nie behoort te verdwyn nie. Dit sal dan beteken dat onderwysers beginsels van kritiese opvoedkundige teorie moet toepas om te verseker dat effektiewe beleidsimplementering in skole geskied.af_ZA
dc.format.extent37 pagesen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/52724
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectEducation and state -- South Africaen_ZA
dc.subjectDemocracy -- South Africaen_ZA
dc.subjectEducation -- South Africaen_ZA
dc.subjectConceptual analysisen_ZA
dc.subjectCritical educational theory and democracyen_ZA
dc.titleCan critical theory contribute towards enacting democratic policy implementation in schools?en_ZA
dc.typeThesisen_ZA
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