Faculty of Humanities (Research Outputs)

Search Results

Now showing 1 - 2 of 2

Distrust, accountability and capacity in South Africa's fragmented eduction system
(Taylor & Francis Group, 2020) Chilenga-Butao, Thokozani; Pakade, Nomancotsho; Ehren, Melanie; Baxter, Jacqueline
South Africa's current basic education system is a product of the apartheid education bureaucracy that was fractured along racial lines, and later significant efforts to amalgamate this fragmented system into a single, inclusive and equal system. This chapter demonstrates how negative apartheid legacies of distrust and a lack of both accountability and capacity took root in apartheid's oppressive and unequal system, as well as efforts by the Department of Basic Education to overturn these legacies in the democratic era. The central argument of this chapter is that, despite formal bureaucratic procedures, expressed through regulations, which should produce more capacity and accountability in the education system, there are also codified practices of governance at the provincial and district levels that produce different outcomes from the intended goal of improved education. This argument is illustrated through a case study of the Schools Rationalisation Project in the Eastern Cape province, South Africa.
Building capacity for green, just and sustainable futures – a new knowledge field requiring transformative research methodology
(2020) Rosenberg, Eureta; Presha Ramsarup; Sibusisiwe Gumede; Heila Lotz-Sisitka
Education has contributed to a society-wide awareness of environmental issues, and we are increasingly confronted with the need for new ways to generate energy, save water and reduce pollution. Thus new forms of work are emerging and government, employers and educators need to know what ‘green’ skills South Africa needs and has. This creates a new demand for ‘green skills’ research. We propose that this new knowledge field – like some other educational fields – requires a transformative approach to research methodology. In conducting reviews of existing research, we found that a transformative approach requires a reframing of key concepts commonly used in researching work and learning; multi-layered, mixed method studies; researching within and across diverse knowledge fields including non-traditional fields; and both newly configured national platforms and new conceptual frameworks to help us integrate coherently across these. Critical realism is presented as a helpful underpinning for such conceptual frameworks, and implications for how universities prepare educational researchers are flagged.

Faculty of Humanities (Research Outputs)

Browse

Filters

Settings

Sort By

Results per page

Search Results