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Teacher governance reforms and social cohesion in South Africa: from intention to reality
journal contribution
posted on 2023-06-09, 14:45 authored by Thomas Salmon, Yusuf SayedThe governance of teachers during apartheid in South Africa was characterised by high levels of disparity in teacher distribution and in conditions of labour. In the postapartheid context policies and interventions that govern teachers are critical, and teachers can be seen to be placed in a central role as actors whose distribution, employment, recruitment and deployment can serve to redress the past, promote equity and build trust for social cohesion. In this context, this paper examines several teacher governance mechanisms and interventions, namely the post provisioning norm and standards (PPNs), the Funza Lushaka Bursary Programme (FLBP), and the South African Council of Educators. The analysis suggests that undifferentiated policy frameworks for teacher governance result in measures that weakly account for differing contextual realities and persistent inequality. Additionally, the emphasis on technocratic measures of accountability in teacher governance interventions constrains teachers' agency to promote peace and social cohesion.
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Publication status
- Published
File Version
- Published version
Journal
Education as ChangeISSN
1682-3206Publisher
Unisa PressExternal DOI
Issue
3Volume
20Page range
38-56Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2018-08-24First Open Access (FOA) Date
2018-08-24First Compliant Deposit (FCD) Date
2018-08-24Usage metrics
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