The Persistence of South African educational inequalities: The need for understanding and relying on analytical frameworks.

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dc.article.start-page22 pagesen_ZA
dc.contributor.authorDe Clercq, F.
dc.date.accessioned2022-03-15T13:42:22Z
dc.date.available2022-03-15T13:42:22Z
dc.date.issued2020
dc.description.abstractIt is acknowledged that educational inequalities persist in South Africa 25 years after the advent of democracy in 1994, but the debate about the causes and solutions to poor education performance continues. Could the education system be fundamentally improved and mitigate somewhat the socio-economic inequalities from one generation to another? This article argues that the debate will benefit from the use of theoretical frameworks about the role of education in society, especially since many analyses do not engage explicitly with theories. This article summarises the theoretical debates to remind scholars about the need to compare and explore the arguments of different theoretical paradigms on the role of education and assist sociology of education teaching. It concludes with analytical examples, which argue that the best explanatory power comes from the post-structuralist theoretical position.en_ZA
dc.description.librarianMS2022en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationDe Clercq, Francine. 2020. “The Persistence of South African Educational Inequalities: The Need for Understanding and Relying on Analytical Frameworks”. Education As Change 24 (November):22 pages.en_ZA
dc.identifier.issn1947-9417
dc.identifier.urihttps://hdl.handle.net/10539/32803
dc.journal.linkhttps://doi.org/10.25159/1947-9417/7234.en_ZA
dc.journal.titleEducation as Changeen_ZA
dc.journal.volume24en_ZA
dc.language.isoenen_ZA
dc.rightsCopyright (c) 2020 Francinah de Clercqen_ZA
dc.schoolWits School of Educationen_ZA
dc.titleThe Persistence of South African educational inequalities: The need for understanding and relying on analytical frameworks.en_ZA
dc.typeArticleen_ZA
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