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ERIC Number: ED460059
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 32
Abstractor: N/A
Reference Count: N/A
Transformational Issues and Challenges in South African Educational Reform: A Case Study of Two Schools in QwaQwa.
Napier, Diane Brook; Napier, John D.; Lebeta, Vincent T.
Policies for creating a nonracial, democratic education system in South Africa are spawning implementation issues that reflect change and resistance to change in schools. This paper reports on a multiple-year ethnographic study in two contrasting schools in QwaQwa, South Africa. Faculty, administrators, and students were observed and interviewed to ascertain the degree of penetration of democratization reforms and to document developments in these schools as they experience the latest phase of reform implementation. Although both schools now have non-white enrollments, one is a former township school for Africans with an African staff, while the other is a former white school that has retained its predominantly white Afrikaner staff and ethos. The two schools exhibit contrasting features of change, no change, and resistance to change in ways that reinforce findings in the first years of the study. The transformational flow of educational ideas such as democratization is evident in South African transformation policies that are differentially impacting these schools. The research has revealed the manner in which transformation policies are themselves transformed, mediated, or resisted at the micro level in the school and classroom depending on internal contextual factors and administration ideology. Internal realities of reform in process are exposed. (Contains 2 tables and 22 references.) (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa