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Ontong, Krystle; Le Grange, Lesley – Perspectives in Education, 2015
The discourses of accountability and global economic competitiveness have impacted negatively on the quality of education in schools worldwide. Focused attention on the social and ecological places that people inhabit has been overshadowed by education's support for individualistic and nationalistic competition in the global economy. South African…
Descriptors: Foreign Countries, Place Based Education, Environmental Education, Conservation (Environment)
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Le Grange, Lesley – Perspectives in Education, 2011
In this article I outline two broad sets of changes characterising the South African higher education landscape. The first relates to, among other things, structural changes (such as mergers and incorporations), the reorganisation of teaching programmes (influenced by the mode 2 knowledge), and the introduction of performativity regimes, most…
Descriptors: Higher Education, Racial Segregation, Sexual Orientation, Quality Assurance
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Le Grange, Lesley – Perspectives in Education, 2008
In this article I point out that method is not neutral and innocent, but rather productive, performative and creative. In other words, method does not simply represent reality (the world) but distorts and reconstructs it. Conventional methods are useful but distort the world giving the imprecision that it is simple, predictable and decidable.…
Descriptors: Educational Practices, Educational Methods, Educational Philosophy, Educational Environment
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Le Grange, Lesley – Perspectives in Education, 2007
The year 2007 is the tenth anniversary of the launch of South Africa's outcomes-based education curriculum. Despite revisions that have occurred over the past ten years, the underlying approach to the national curriculum frameworks has remained outcomes-based education. Outcomes-based education has been the subject of fierce contestation in…
Descriptors: National Curriculum, Outcome Based Education, Foreign Countries
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van Rooyen, Brenda; Le Grange, Lesley; Newmark, Rona – Perspectives in Education, 2004
In this article we (de)construct radical humanist discourses in South Africa's recently published White Paper on Special Needs Education. In particular, we (de)construct objects, agents, actions and binaries constituted by democracy, human rights and social justice discourses as well as the voices these discourses marginalise. We discuss the…
Descriptors: Foreign Countries, Justice, Democracy, Special Needs Students