Browsing by Author "Forster, Megan"

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    Deliberative democratic theory in relation to private general and further education and training
    (Stellenbosch : Stellenbosch University, 2022-12) Forster, Megan; Waghid, Yusef
    ENGLISH ABSTRACT: Quality equal education is not available to everyone in South Africa. Our country has a traumatic history that continues to have significant implications for the development and implementation of educational legislation. In addition, the perceived inadequacies of a contextualised approach to deliberative democratic engagement have resulted in poor policy development for private general and further education and training (GFET). This contributes to regulatory barriers that render it virtually impossible for private providers to contribute much needed resources where the state continues to fail. This dissertation, which is located within the discipline of education policy studies, provides a historical evaluation of education legislation enacted within the Southern African education sector. An evaluation of deliberative democratic engagement concerning private GFET required a critical educational theory approach. In addition, a qualitative evaluation of relevant literature, policies, regulations, Acts, and reports, was employed. The dissertation reviewed the theory that emerges from this literature in relation to a contextualisation of deliberative democracy for South Africa. This included a measure of critical realism required by deliberative democracy to acknowledge the historical injustices within the education sector. Unless we undertake this task, we may repeat aspects of past injustices. To begin with, the dissertation provides a historical overview of the successive sets of policy implementation that have negatively impacted upon the development of an equitable, quality, basic education system in South Africa. This overview provides an account of an education system that has a history of inequality, discrimination, neglect, and inferiority, that will take years to overcome. Two distinct historical periods that shaped our education sector are discussed. Firstly, the discussion includes a review of the colonial and apartheid eras. During this period education and religion were used to socially engineer a segregated, unequal society, based on race, gender and language. The dissertation argues that education was used as a tool for disenfranchisement. Secondly, the discussion provides a review of post-apartheid educational policies and legislation that continue to propagate the cycle of discrimination and inequality within the education sector. The dissertation then facilitates a critical engagement with the theory of deliberative democracy in relation to the pervasive problems with policy development and implementation in the private GFET sector in contemporary South Africa. Having conducted this critical conversation it is argued that to address the inadequacies in policy formation and implementation in contemporary GFET in South Africa, a contextually appropriate form of deliberative democracy is required that considers the complexity of our history and embraces the rich cultural diversity that makes South Africa unique. The dissertation presents the recommendations for a form of deliberative democracy that embraces the principles of ubuntu and encourages communities of care that are built on mutual trust. The recommendations include the need for a politics of reconciliation and unhindered communicative freedom for the achievement of liberty rights within the South African focus on communal identity. The study offers two unique and novel contributions to the field of educational policy studies. Firstly, it offers proposals for an amended approach to deliberative democracy for the South African context that focuses on the impact of policy studies in private GFET. Secondly, this study offers a thorough critical reflection on the ways in which policy development and implementation in the South African GFET sector were shaped and misshaped by political ideology and social actors (such as religious movements during the colonial era, politicians, political movements, and unions in the democratic era). This research adds a further necessary contribution towards research that seeks to understand the complexity of policy development and implementation within the private GFET. While it is not possible for a single dissertation to solve such a complex problem, it does offer some novel and unique insights that help us to understand the challenges we face, while offering some constructive proposals for how we can move forward.