Teacher autonomy and professionalism : a policy archaeology perspective
| dc.contributor.advisor | Van Wyk, B. | en_ZA |
| dc.contributor.author | De Klerk, Edwin Darrell | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Departmrnt of Education Policy Studies. | en_ZA |
| dc.date.accessioned | 2014-04-16T17:33:07Z | |
| dc.date.available | 2014-10-31T03:00:04Z | |
| dc.date.issued | 2014-04 | en_ZA |
| dc.description | Thesis (PhD)--Stellenbosch University, 2014. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Global challenges on education policy provide reason why perspectives regarding discourses such as teacher autonomy and professionalism are continuously questioned and new understandings are constructed. From a postmodern deconstruction methodology, this dissertation presents an original application of policy archaeology as a method to analyse how South African education policy in a globalised context can contribute to explore innovative perspectives regarding teacher autonomy and professionalism. The aim is to develop deconstructive insights of the two discourses, and more specifically, to explore how it is articulated in South African education policy in a globalised context. During my analyses, I not only articulated deconstructive insights regarding teacher autonomy and professionalism, but also labelled regularities which I utilised to explore innovative perspectives of the mentioned discourses. I analysed three South African education policies (NSE, NPFTED and CPTD) and my exploration revealed three regularities namely: governmentality, managerialism and performativity. Such labelling was critical, because regularities constitute policy archaeology and act as pre-conceptual frames to search for innovative perspectives regarding discourses under study. At one stage I asked the question: “Do the labelled regularities justify a policy archaeology of South African education policies to explore innovative perspectives regarding teacher autonomy and professionalism?” I responded positively to this question, because South African education policies (like any other policies) contain discursive embodiments which regulate teachers’ practices. As a result, the labelled regularities paved the way for a policy archaeology of South African education policies in a globalised context. I utilised the three regularities to analyse how teacher autonomy and professionalism are articulated in the NSE, NPFTED and CPTED. From this analysis, I suggested six innovative perspectives regarding teacher autonomy and professionalism: disciplinary professionalism, flexibilised teacher autonomy, managerial professionalism, responsibilised teacher autonomy, performative professionalism and performed teacher autonomy. From a Foucauldian frame of reference, I argued that the articulation of these original perspectives is an experiment that provides teachers with possibilities to go beyond mere compliance and docility. The suggested innovative perspectives further provided ingredients for the development of South African teachers in terms of professional autonomy. I contend that the development of professional autonomy becomes a further innovation which was necessary, because I had the desire of contributing towards the becoming of a different kind of teacher in the South African education system. Therefore, I advocated that homo economicus, self-surveillance, ausgang, recovery, performer and parrhesia be considered as suggested strategies which would enable South African teachers to be in charge of their teaching practices in order to define themselves anew in a globalised context. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Globale uitdagings op onderwysbeleid bied rede waarom perspektiewe rakende diskoerse soos onderwyseroutonomiteit en professionalisme voortdurend bevraagteken en nuwe begrippe daaromtrent gekonstrueer word. Vanuit ‘n postmoderne dekonstruksie verwysingsraamwerk onderneem hierdie verhandeling ‘n unieke toepassing van beleidargeologie ten einde innoverende perspektiewe rakende onderwyseroutonomiteit en professionalisme in Suid-Afrikaanse onderwybeleid binne ‘n geglobaliseerde konteks te ondersoek. Die doel is om met dekonstruktiewe insigte van dié diskoerse vorendag te kom, en meer spesifiek, om te eksploreer hoe dit in Suid-Afrikaanse onderwysbeleid binne ‘n geglobaliseerde konteks geartikuleer word. Gedurende my analises is nie net dekonstruktiewe insigte rakende onderwysoutonomiteit en professionalisme oopgedek nie, maar is regulasies gekategoriseer wat ek aangewend het om innoverende perspektiewe van dié genoemde diskoerse die lig te laat sien. Drie Suid-Afrikaanse onderwysbeleide (NSE, NPFTED en CPTD) is geanaliseer en vanuit my ondersoek is drie regulasies gekategoriseer, naamlik: beheermentaliteit, bestuurskap en behaalbaarheid. Sodanige kategorisering was krities noodsaaklik, omdat beleidargeologie deur regulasies gekonstitueer word, terwyl dit terselfdetyd dien as pre-konseptuele raamwerke wat daarop gerig is om innoverende perspektiewe rakende diskoerse na te vors. Ek het by geleentheid die volgende vraag gestel: “Word ‘n beleidargeologie van Suid-Afrikaanse onderwysbeleide in terme van die soeke na innoverende perspektiewe rakende onderwyseroutonomiteit en professionalisme deur gekategoriseerde regulasies geregverdig?” Ek het positief op hierdie vraag gereageer aangesien Suid-Afrikaanse onderwysbeleide (net soos enige ander beleide) diskursiewe uitdrukkings bevat wat onderwyspraktyke reguleer. In die lig hiervan het ek die standpunt gehuldig dat die gekategoriseerde regulasies die weg gebaan het vir ‘n beleidargeologie van Suid-Afrikaanse onderwysbeleide binne ‘n geglobaliseerde konteks. Ek het die drie regulasies aangewend om ‘n analise te doen van hoe onderwyseroutonomiteit en professionalisme in die NSE, NPFTED en CPTED geartikuleer word. Vanuit hierdie analise het ek ses innoverende perspektiewe omtrent die voorgenome diskoerse voorgestel: dissiplinêre professionalisme, buigsame onderwyseroutonomiteit, bestuursprofessionalisme, verantwoordbare onderwyseroutonimiteit, bereikbare professionalisme en behaalde onderwyseroutonomiteit. Vanuit ‘n Foucauldiese verwysingsraamwerk het ek die standpunt handhaaf dat die artikulering van voorgenome unieke perspektiewe dien as ‘n eksperiment wat voorsiening maak vir moontlikhede vir Suid-Afrikaanse onderwysers om die grense van blote gehoorsaamheid en aanvaarding verby te steek. Die voorgestelde innoverende perspektiewe het verder idees vorendag gebring vir die bemagtiging van Suid-Afrikaanse onderwysers in terme van professionele outonomiteit. Ek maak daarop aanspraak dat die ontwikkeling van professionele outonomiteit uitgeloop het op verdere noodsaaklike innovering, omdat ek die begeerte gehad het om ‘n bydrae te lewer tot die wording van ‘n veranderde tipe onderwyser binne die Suid-Afrikaanse onderwyssisteem. Ek het daarom aanbeveel dat homo economicus, selfondersoek, ausgang, herstel, opvoerder en parrhesia oorweeg moet word as strategieë wat Suid-Afrikaanse onderwysers in staat kan stel om in beheer te wees van hul onderwyspraktyke sodat hulle, binne’n geglobaliseerde konteks, hulself nuut kan beskryf. | af_ZA |
| dc.embargo.terms | 2014-10-31 | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/86744 | |
| dc.language.iso | en_ZA | |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Policy archaeology | en_ZA |
| dc.subject | Teaching, Freedom of | en_ZA |
| dc.subject.other | Education policy studies | en_ZA |
| dc.title | Teacher autonomy and professionalism : a policy archaeology perspective | en_ZA |
| dc.type | Thesis | en_ZA |
Files
License bundle
1 - 1 of 1