Salmon, Thomas and Sayed, Yusuf (2016) Teacher governance reforms and social cohesion in South Africa: from intention to reality. Education as Change, 20 (3). pp. 38-56. ISSN 1682-3206

PDF - Published Version Available under License Creative Commons Attribution ShareAlike. Download (604kB)

Abstract

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.

Item Type:	Article
Schools and Departments:	School of Education and Social Work > Education
Subjects:	L Education
Depositing User:	Deeptima Massey
Date Deposited:	24 Aug 2018 10:28
Last Modified:	24 Aug 2018 10:29
URI:	http://srodev.sussex.ac.uk/id/eprint/78250

View download statistics for this item

📧 Request an update