Transforming education in South Africa

During apartheid the education system was a
cornerstone in reproducing and legitimising
oppression. When the new government came to power in
1994 transforming the education sector had high
priority and the need to empower those deprived by
apartheid was emphasised. This book reflects on a
number of issues related to transforming the
education system. What role do schools play in
empowering marginalized, urban youth? What is the
linkage between educational transformation and
socio-economic structures? The analysis indicates
that the role schools could play depends on a number
of factors. Firstly, a general transformation of the
socio-economic structures in the society must run
parallel, and is prerequisite to, transforming the
education system. Secondly, there is a need for
improved strategies for implementing policy reforms.
Thirdly, it depends on reculturing the individual
schools. The particular implications in a
marginalized, urban community, and the everyday
problems experienced by learners and teachers at a
township school, are emphasised. The book should be
of interest to anyone interested in the role of
education in development in general, and in South
Africa in particular.

Autorentext

Helle Berggrav Hanssen, M Phil/Cand.Polit degree, DevelopmentEducation, Oslo University College. Studied history and socialanthropology at the University of Oslo. Working as advisor in theDevelopment Department of Norwegian People's Aid.

Klappentext

During apartheid the education system was acornerstone in reproducing and legitimisingoppression. When the new government came to power in1994 transforming the education sector had highpriority and the need to empower those deprived byapartheid was emphasised. This book reflects on anumber of issues related to transforming theeducation system. What role do schools play inempowering marginalized, urban youth? What is thelinkage between educational transformation andsocio-economic structures? The analysis indicatesthat the role schools could play depends on a numberof factors. Firstly, a general transformation of thesocio-economic structures in the society must runparallel, and is prerequisite to, transforming theeducation system. Secondly, there is a need forimproved strategies for implementing policy reforms.Thirdly, it depends on reculturing the individualschools. The particular implications in amarginalized, urban community, and the everydayproblems experienced by learners and teachers at atownship school, are emphasised. The book should beof interest to anyone interested in the role ofeducation in development in general, and in SouthAfrica in particular.