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Change and continuity in South African education: the impact of policy

Change and continuity in South African education: the impact of policy African Studies, 58, 1, 1999 Change and Continuity in South African Education: The Impact of Policy Linda Chisholm University of Natal, Durban Introduction Between 1990 and 1994 South African society was reshaped by the politics of negotiation. In 1994, armed with an interim constitution embracing wide-ranging social and political rights for its citizenry, a Government of National Unity came to power peacefully and proceeded to set in place a new state apparatus and policies for the governance of the society. Five years later, new policies and legislation had been set in place across all social sectors, including education. These changes at the level of policy have consumed the attention of educational researchers and analysts who have focused on their global development and impact (Kallaway et al. 1997). But what changes or continuities there may be at the institutional level has been a question less frequently asked. There have been two priorities in education since the election in 1994: racial integration and equity, both consonant with emerging themes in comparative and international education (Chisholm 1996). Seen against apartheid priorities, they represent a significant shift from the past. But how are these policies translated at the school level? How is their http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png African Studies Taylor & Francis

Change and continuity in South African education: the impact of policy

Chisholm, Linda
African Studies , Volume 58 (1): 17 – Jul 1, 1999
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Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1469-2872
eISSN
0002-0184
DOI
10.1080/00020189908707906
Publisher site
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Abstract

African Studies, 58, 1, 1999 Change and Continuity in South African Education: The Impact of Policy Linda Chisholm University of Natal, Durban Introduction Between 1990 and 1994 South African society was reshaped by the politics of negotiation. In 1994, armed with an interim constitution embracing wide-ranging social and political rights for its citizenry, a Government of National Unity came to power peacefully and proceeded to set in place a new state apparatus and policies for the governance of the society. Five years later, new policies and legislation had been set in place across all social sectors, including education. These changes at the level of policy have consumed the attention of educational researchers and analysts who have focused on their global development and impact (Kallaway et al. 1997). But what changes or continuities there may be at the institutional level has been a question less frequently asked. There have been two priorities in education since the election in 1994: racial integration and equity, both consonant with emerging themes in comparative and international education (Chisholm 1996). Seen against apartheid priorities, they represent a significant shift from the past. But how are these policies translated at the school level? How is their

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African Studies – Taylor & Francis

Published: Jul 1, 1999

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