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Teacher governance reforms and social cohesion in South Africa: from intention to reality

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journal contribution
posted on 2023-06-09, 14:45 authored by Thomas Salmon, Yusuf Sayed
The 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.

History

Publication status

  • Published

File Version

  • Published version

Journal

Education as Change

ISSN

1682-3206

Publisher

Unisa Press

Issue

3

Volume

20

Page range

38-56

Department affiliated with

  • Education Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2018-08-24

First Open Access (FOA) Date

2018-08-24

First Compliant Deposit (FCD) Date

2018-08-24

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