Magister Educationis - MEd (Comparative Education)

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Ideology and the training of history at colleges of education in South teachers Africa
(University of the Western Cape, 1990) Manuel, Jeffrey Alexander; Bloch, Greame
This dissertation is an attempt at locating the connections that there exist between ideolog and education. To this end I have looked at the training of History teachers at Colleges of Education under the Department of Education and Culture in the House of Representatives. My first move is an investigation into the conceptual frameworks within which the term ideology is located, This is done in Chapter One. In Chapter Two ideology is contextualized within the South African educational system. This is attempted by investigating the historical connections that there exist between ideology. and education in South Africa. In other words, a brief History of Christian National Ideology with specific reference to the training of History teachers in South Africa, is attempted. From this historical-theoretical analysis of ideology and History teacher training in South Africa, I proceed with an empirical and analytical critique of the current curricula prescribed for the training of History teachers. This is done in Chapter Three. Chapter Four discusses the different positions in South African Historiography. These positions are discussed as different debates contesting the dominant Christian National Histiography on which the History curricula for teacher trainees are based. The first four chapters are purely historical and empirical analysis. Chapter Five develops a more theoretical and philosophical argument concerning the democratization of ,History teacher training and the ideological underpinnings of such notions as democracy, autonomy, accountability and bureaucracy. To this end a number of questions are raised concerning the philosophical and ideological underpinnings of such notions as democracy, autonomy, accountability and bureaucracy. The assumptions embedded in these notions and how they would affect democratic teacher training are unpacked in this chapter.
Probleemstelling en terrreinafbakening
(University of the Western Cape, 1991) Thuynsma, Beatrice Pauleen; Meerkotter, D.A.
Een van rLie id.eale in terslBre on,1.errig is waarskynlik om akademiese :=elfwerksaamheid en onafhanklikheld by studente te bewerkstellig. Vir die student om tot akademiese self-werksaamtreid te ontwikkel is dit na my mening nodig dat die student betrokke raak by 'n verskeidenheid aktiwiteite, Hoewel betrokkenheid by aktiwiteite nie beperk saI wees tot ,1 i6 binne die klasverband. nie, sal daar vir die doel van hierdle ondersoek sle6s op studentebetrokkenheid in klasaktiwiteite 6efokus word. Aan6eslen studente nie altyd die noodsaaklikheid van hul betrokkenheid insien nie, het huIIe .=oms hulp nodlg of ls dlt gerade dat die dosent daadwerkllk aktiwlteite inlsieer waar studente genoodsaak sa1 word om 'n bydrae te lewer of insette te rnaak. Dle term studentebetrokkenheld sou dan dosent-geinisieerde studente-aktiwlteite, .sowel as studenteselfaktiwlteit inslult. Die student moet "6eaktiveer" word tot aktiewe deelgenoot en mede-kwetenskapbeoefenaar. lie dosent se taak in om in die onlerrigngeergebeure die onderrigstrategie6 so te beplan dat die student aktief betrokke raak en deur toenemende belan8sterling daarna streef om ook 'n kenner van die vakte w1I word, Selfwerksaaratreid gee dan hopelik weer aan die :student rigting en roetine in sy studies en is vormend in sy benadering tot klaskarnerpraktyk en :skep 'n groter mate van verantwoordelikheld en selfdlssipline sodat akademlese, professionele en onderwysontwikke)- ing met die cog op verbeterde onderwyspraktyk kan plaasvind.
Objective teacher evaluation and democracy in a changing South Africa
(University of the Western Cape, 1992) Waghid, Yusef; Bak, Nelleke; Faculty of Education
In this minithesis I attempt to explain what could be meant by an objective and democratic teacher evaluation system. The central question which I address is whether the current South African teacher evaluation system could lay claim to the kind of objectivity and democracy I develop in my minithesis."
Promoting participatory teaching and learning in the senior primary classroom
(University of the Western Cape, 1994) Abrahams, Achmat; Van den Berg, O. C.; Gray, B. V.
Educational change is perhaps one of the most difficult processes that teachers might, experience in search of democratising their classroom practices. Being a traditional mathematics teacher who resorted to autocratic most of teaching, I had come to realise that my node of teaching was probably not facilitating the learning of mathematics by my pupils in the primary school. This thesis traces my attempts, via three projects, to change my style of teaching from a tractional to a more interactive and democratic mode of teaching. In an attempt to improve upon my own teaching practice, I also wanted my pupils to benefit it in the process. In my first project, I thus set to improve my pupils understanding of mathematics and to encourage them to verbalise their thoughts freely and confidently. For this purpose, I’d order to counteract a pupil passivity, I employed a collaborative process approach to the teaching of mathematics. In my second project f set out to learn from the failures of the first project. Project three, which was d.one at a different school, I largely a reply cation study of project two but deliberately carried. Cut in a different setting. Wanting to democratise my classroom practice I needed to resort to a mode of research that. was in line with democratic practices. I chose Action Research, which by its very nature of reflecting and acting within a collaborative process, tends towards a democratic practice. It offers me the opportunity to do research in the class on those aspects of my classroom practice that I felt, needed to be investigated. Action Research allows the teachers, together with other significant participants, to share their experiences with colleagues and in so doing to generate their own theory which will be open to scrutiny and change. In doing project three at a different school, I also wanted to establish the passivity of duplicating this study via an Action Research approach in another setting. Through the process of Action Research, I had undergone significant personal transformation in that I have civilised critical thinking skills such as the ability to analyse, synthesize and not to. take things f or granted but to ask appropriate questions. My pupils, it seems, have also benefited from the process. The collaborative process approach which I employed towards the learning and understanding of mathematics served to empower the pupils j-n the classroom to voice their opinion and to substantiate their arguments. In the process I also discovered that educational change was a painful but positive process for both participants and myself.
Die moomtlike spanning tussen die opvoedkundtge en die politieke verantwoordelikttede van die opvoeder
(University of the Western Cape, 1995) Titus, Felicity Karen; Morrow, Wally
Die motivering vir die keuse van di6 onderwerp spruit uit die spanni-ng wat daar tussen hierdie twee verantwoordel-ikhede van die onderwyser binne die formele skoolopset bestaan. Hj-erdie spanning veroorsaak onsekerhej-d by die individu, asook onmj-n, tweespalt en soms regrstreekse konfrontasie tussen kollegas. Mynsinsiens benadeel dit die opvoeding sowel as die politiek. Die idee met hierdie mini-tesis is dus om die verhoudi-ng tussen opvoeding en politiek uit te pluis, eerder as om oordeel te vel-iii of om klinkklare oplossings te bied- As vertrekpunt maak ekgebruik van die konseptuele raamwerke van die ideale tipes, naamlik die puris en die aktivis. Die hoop is om deur middel van hj-erdie uiterstes die potensiEle spanningr so strak as moontlikte teken. Die puris en die aktivis se hantering van neutral-iteit enverwante aspekte soos politieke betrokkenheid, ingryping enagentskap word ook aangesny. Die doel is om die konseptuele raamwerke van die puris en die aktivis ten opsigte van die verband tussen opvoeding en politiek uit te klaar. Ek sal argrumenteer dat die puris en die aktivis dj-e verhoudJ ngtussen opvoedj-ng en politiek vanuit totaal verskj-11ende konseptuele raamwerke benader. Vir die puris is daar geen verband tussen opvoeding en politiek nie. Die aktivis daarenteen, veronderstel- dat opvoedlng en politiek intern verband hou. Verder poog hierdie mini--tesis ook om te toon dat die verband tussen opvoedi-ng en politiek nie noodwendig binne die konseptuele raamwerke van die puris en die aktivis hoef te va1 nj-e. Sodoende word 'n derde opsie ingelui wat di6 verband as ondersteunend eerder as verhewe of ondergeskik beskou. Hierdie sienswyse, in teenstelling met di6 van die puris, erken rrl sekere verband tussen opvoeding en politiek. Dit verskj-l- egter van dj-e aktivis j-n di6 opsi-g dat dit ruimte laat vir politieke neutralitei en onpartydigheid binne die onderwys. Historiese MateriaLisme en demokratiese opvoeding word bespreek om sodoende te argumenteer dat daar wel persepsies van opvoeding en politiek bestaan wat i-n die praktyk versoenbaar is.
Demokratisering van die gesagsverhouding: 'n aksienavorsingprojek
(University of the Western Cape, 1995) Mosavel-Moos, Tougieda; Meerkotter, Dirk; Van der merwe, Prevot
This mini-thesis is about an action research project that started in my classroom in order to improve or change my teaching practice. I wanted to involve the pupils in classroom activities so as to promote pupil involvement. After my first action research project f came to realize that I have to take a critical look at my role as teacher. My role as teacher was of an authoritarian nature and f therefor had to strive towards democratic practices. In chapter one I give a brief background history of my life and how various social, economical and political factors contributed towards me becoming the authoritarian figure in the classroom. I also give a lengthy account of the orientation program (which was held over a weekend) that had a great impact on my teaching practice and the changes that I have brought about in the classroom. Consequently, gives a lengthy explanation on how the weekend unfolded. I also give a brief historical background on some of the pupils I teach. In chapter two and four I retrospectively give an account of the two action research projects that I have done with my classes. Out of both action research projects unexpected results unfolded. In chapter three I give my understanding of the concept action research and why I choose to follow the emancipatory mode for my teaching practice. I also refer to the interpretative and positivist approaches to teaching and why these were not suited for my practice. from the last chapter I give a comprehensive summary of what f have discussed and what f have learned from the action research course. Further, I refer to the role of the teacher ahead and how they can empower themselves in order to improve the situation in their respective classrooms and not wait on experts to show then the way.
To move with a different view a critical review of physical education in South Africa
(University of the Western Cape, 1996) Winston Alexander, Kloppers; Herman, Harlod
The purpose of this study lies in its contribution to a critical analysis of physical education in South Africa and the provision of a framework aimed at its reconstruction, by pointing to the characteristics of a curriculum which has both social relevance and offers political empowerment in the context of the former oppressive system of apartheid education. The general methodology of this study primarily revolves around the work described in four interrelated chapters, namely: A conceptual- framework which is informed by an analysis of Christian national education and fundamental pedagogics in order co determine the philosophy which has driven apartheid education and to compare this philosophy with hat. of Critical Pedagogy. IE is hoped that a critica1 pedagogy will inform a new educational dispensation. Africa which will address the following topics: In South Africa, physical education faced a paradoxical situation in public schools. Compared to other school subjects, it was accorded a Iow institutional status in terms of resource support, but, was assigned a relatively high political status in terms of the ideological goals of the apartheid State. Historical theoretical perspectives. The role of the state, as a direct or indirect actor in the determination of the school curriculum in the developing world and in this case South Africa. The institutional status. Three problem areas characterise the low institutional priority of physical education compared to other school subjects within the school setting viz. , the allocation of instructional facilities, the distribution of educational- personnel and the examination status of the subject.
Response to multilingualism: Language support in a Western Cape primary school
(University of the Western Cape, 1996) Pluddemann, Peter R.; Desai, Zubeida; Faculty of Education
Multilingualism has always been a feature of South African Education. It is only in recent years that a particular form of linguistic diversity has become unmanageable for schools implementing the official English Afrikaans bilingual model associated with the previous regime. The subject of this study is a remedial language enrichment or support programme instituted as a response to multilingualism in the junior primary section in a parallel medium primary school in the Western Cape.
How is the organisational success of a school assessed by students, parents, staff and educational administration?: A case study of a high school in the Western Cape
(University of the Western Cape, 1997) Du Toit, Sedick; Herman, H.D.
This study examines how the various stakeholder groups assess the degree of school organisational success. A review of the literature relating to organisational success and school administrative theory provides a theoretical framework for the study. An examination of the research on school success? school quality and school improvement is used in conjunction with interviews to develop criteria which could be used by the various constituencies to assess school success. The criteria identified were divided into eight categories which related to academic results, characteristics of students, resources and facilities, teachers, the principal, ex-students, ethos and school organisation. A framework which uses ethos, student-teacher relationships, and traditional output measures is proposed. These measures reflect the complexity of the assessment of school success. The criteria were used in the development of a questionnaire which was applied to sample so each of the stakeholder groups at the selected school. Respondents were asked to rate fun portance of the criteria to their assessment of school success. Respondents were also asked to rank the factors which they considered most important when they assessed school success. Analysis of the data collected by the questionnaires revealed the complexity and interactional nature of the factors which affect the assessment of school success by the various stakeholder groups. Interviews were then conducted with samples of each of the groups. A high degree of agreement was found to exist between the various groups with regard to the factors which they considered most important. The factors identified as contributing to school success focused on the interpersonal and interactional aspects of the school rather than those factors which related to inputs and resources. Although a basic level of these inputs and resources were required increases in the quantity and quality of these resources did not necessarily result in increased levels of school success.
Does ethnic diversity feature as an issue in open schools?
(University of Western Cape, 1998) Makamandela, Zetu; Kruss, Glenda
There is more to the phrase "South African schools belong to all South African children". While it sounds simple and true there is more to it in the case of the schools which once excluded other race groups under the principle of apartheid rule. Opening of schools means coming together of children, teachers and parents from different socio-economic, cultural and racial backgrounds. (While my focus is on the students and student-teacher relationships what this means for the parents is no less significant) What happens then? Do these groups embrace one another regardless of their diverse background and orientation? Do teachers automatically cope with this diverse audience, do something to facilitate a supportive environment to all, or are things merely left to chance? On the other hand, if the school recognises diversity as an issue that should be treated strategically for the well-being of all those involved, what are the mechanisms in place to help both the learners and teachers cope with the new environment?
Understanding effective primary school management: A Qualitative Study of Selected Schools in the Western Cape
(University of the Western Cape, 1998) Laattoe, Bayar; Sayed, Yusuf
The SA Schools Act (1996, p. 2) acknowledges that the past system of education was based on segregation and racial inequality. Prior to 1994, at the national level, the Department of National Education (DNE) was responsible for the general education policy. During this time, the education in the Western Cape for specific racial groups was controlled by the following bodies: 1. Department of Education and Culture (DEC) in House of Assembly (HOA) was responsible for the education of whites; 2. Department of Education and Culture (DEC) in House of Delegates (HOD) saw to the education of Indians; 3. Department of Education and Culture (DEC) in House of Representatives (HOR) was responsible for the education of coloureds; and 4. Department of Education and Training (DET) was responsible for the education of Africans. Although the above bodies have been dissolved, and a single education department has been established, most schools continue to reflect the legacy of the previous system. This can be explained by the fact that the majority of public schools are situated in residential areas which act as feeder areas for the schools, and these areas still reflect the specific population groups for which it was classified. Furthermore, the teaching staff and the majority of the pupils of the same school are still from the population category though this is starting to change (see Christie,1994). Education for alt children in the Republic of South Africa is compulsory from the age of seven until 15, or the ninth grade, whichever comes first (SA Schools Act, 1996, p.6). This means that the primary education in compulsory. The following study is located within the schools that offer primary education and focuses on the management aspects of four primary schools - one from each of the former racial education departments (see Chapter 4 for more details). During the late 1970's and early 1980's, for example, two of the principals (where the researcher taught) were perceived to be authoritarian, and strict regimented procedures were followed - activities were done according to 'the book' and school inspectors ensured that the department's policies were strictly adhered to. During the middle and late 1980's, the (third) principal - a contemporary of the first two - was perceived as less autocratic and semi-participatory. By the 1990's, more teachers were becoming unionised and more assertive, and the next (fourth) principal were far more consultative and participatory. School inspectors were renamed 'circuit managers' and their role had changed to giving guidance and advice rather than inspection.
Does ethnic diversity feature as an issue in open schools?
(University of the Western Cape, 1998) Makamandela, Ntombizetu; Kruss, Glenda
There is more to the phrase "South African schools belong to all South African children". While it sounds simple and true there is more to it in the case of the schools which once excluded other race groups under the principle of apartheid rule. Opening of schools means coming together of children, teachers and parents from different socio-economic, cultural and racial backgrounds. (While my focus is on the studentstudent and student-teacher relationships what this means for the parents is no less significant) What happens then? Do these groups embrace one another regardless of their diverse background and orientation? Do teachers automatically cope with this diverse audience, do something to facilitate a supportive environment to all, or are things merely left to chance? On the other hand, if the school recognises diversity as an issue that should be treated strategically for the well being of all those involved, what are the mechanisms in place to help both the learners and teachers cope with the new environment?
The induction and professional socialisation of beginner teachers in Cape Town schools
(University of the Western Cape, 1999) Koeberg, Jeremy Cornelius; Kruss, Glenda
This study has its roots in my striving to become a competent teacher. Despite being armed with a teaching qualification, I found that I was ill-prepared for the rigours of the classroom and the broader school environment. It was in trying to rectify this situation that I realised that as a beginner teacher it seemed that I would have to find my own way through the myriad of problems and condemns that faced me in everyday practice. Was I alone in experiencing all these difficulties or were school environments into which beginner teachers were being inducted simply not supportive of addressing the needs and concerns of the newest members of the profession? Experience taught me that beginners received little or no support on entry to the profession. The research literature revealed a similar world-wide trend. The consequences of this situation was evident in the daily struggles within schools and together with a changing political arena in South Africa motivated this study into the induction and socialisation of beginner teachers in one district in Cape Town schools. A review of the literature revealed two major directions, a developmental tradition and a teacher socialisation tradition. Major trends internationally lean toward the development of induction programmes in line with the professional development/ effective schools philosophy to address the needs of beginners entering the profession. The emergence of professional development philosophy as the way forward in teacher education for beginning teachers is questioned in terms of its prescriptive nature and other shortcomings. These shortcomings include the strict research to policy formula as well as the deficit theory of beginning teacher problems and needs which fails to recognise the historical and contextual perspectives beginners bring with them into the profession. This is a direct result of the dominance of quantitative research in this field. The South African context is investigated by studying the possibilities of emerging educational policy for beginning teacher support. An analysis of the educational policy proposal literature reveals that the professional development roue is seen as the way forward in the South African context despite the emerging criticism from the teacher socialisation perspective. The complex school environment in South Africa that is undergoing transformation required a research approach that broke the dominance of the quantitative research methods to ensure that new perspectives emerged to provide balance to the solutions being advocated for beginning teacher problems and needs Therefore this study uses a qualitative technique in the form of a focus group interview to seek beginning teachers own meanings, views and interpretations of their problems and concerns. Their perspectives reveal a startling depth in terms of their understanding of the processes of induction and socialisation. This research study lays the basis for more qualitative research in the field to enhance resolution of poor and uncaring entry into the teaching profession and to assist in creating a teaching and learning culture in our schools.
Parental participation in school governing body in relation to employment of teachers
(University of the Western Cape, 1999) Magabane, Tshepo Martin; Lazarus, Sandy
This study examines how and the extent to which parents participate in the decision making process in school governing bodies in relation to teacher employment. To determine the nature and extent of parental participation in school governance in relation to teacher employment, the study used qualitative research methods for data collection and a critical theory for data analysis. The study comprised six public high schools from the Bush Buckridge rural areas situated in Mpumalanga Province with a total of twenty-four parents (four parents from each school) selected for face-to-face interviews. An interview schedule to test the following was used: background of schools and participants; dynamics and procedures followed in school governing bodies' meetings; parental participation in decision-making; the role played by parents in decision making around teacher employment; parents' perceptions of their role around teacher employment and communication between parents and the Department of Education.
Identifying the problems and needs of beginner teachers in senior secondary schools in the Western Cape townships
(University of the Western Cape, 1999) Ubisi, Emelda Nomvula; Kruss, Glenda
The research study identifies the problems and needs of beginner teachers in senior secondary schools in the Western Cape townships. It identifies the kind of support that was received immediately before and after starting teaching, and also, identifies the problems experienced during the early years of teaching The research investigates whether beginner teachers manage to control learners in the classroom. It identifies the problems experienced in the actual teaching and lesson preparation. The research study investigates the kind of knowledge that beginner teachers have in relation to the subjects they teach. It further identifiers the problems experienced in teaching socially disadvantaged learners. Since second language is used as a medium of instruction, the research study identifies the problems experienced in using the language. The research study identifies the kind of support that beginner teachers feel would be ideal in addressing their problems. Method used: The research uses quantitative methods. Self-completion questionnaires were distributed by the researcher to a sample of 68 beginner teachers. Data gathered was analysed using a designed Quattro-Pro statistical package. Findings: Beginner teachers in the Western Cape township schools do not receive any kind of orientation before starting teaching. There is lack of a culture of support to beginner teachers from management teams and colleagues. Beginner teachers experience problems related to the actual teaching and the control of learners while teaching. They also seem to lack sufficient knowledge of the subjects they teach. Beginner teachers experience major problems in teaching learners from socially disadvantaged populations and using second language as a teaching medium. These beginner teachers expressed a strong desire for support services. It is recommended that beginner teachers receive orientation and in-service programmes during their early years of teaching.
An analysis of the nature of parental involvement in school governance
(University of the Western Cape, 2000) Qonde, Gwebinkundla Felix; Kruss, G; Dept. of Comparative Education; Faculty of Education
The study is in response to the recently enacted South African Schools Act No. 84 of 1996 (SASA), which sees the legislated inclusion of parents in school governing bodies. The Act promotes four distinct representative participants or stakeholders. These include parents, who constitute the majority, educators, learners and non-teaching staff. There is an indication that the SASA has tensions, ambiguities and contradictions which could allow either "consumer market" or "citizen equity" visions to prevail in practical terms. However, I argue that the SASA in practice is becoming dominated by the consumer vision that has a danger of creating unfair competition amongst schools and perpetuating the already existing inequalities in our society. In this mini-thesis, I attempt to investigate the nature of parental involvement in school governance in practice. I focus on their responsibilities in relation to policy matters as enshrined in the SASA, their commitment to executing their functions. The aim is to determine their capacity to fulfil their responsibilities with respect to their powers and functions.
Towards defining the role of the school inspector as multi-functional educational manager and administrator in Namibia
(University of the Western Cape, 2000) Kabajani, Charles Matapi; Herman, H.D
This study is an attempt to define the role of the school inspector as a multi-functional educational manager and administrator in Namibia. It aims at understanding the situation that prevails in the inspectorate in order to provide the knowledge base that would improve practice. This is a conceptual, analytical and descriptive study in which the current international literature on inspection across the world were reviewed. Documentary analysis of the SADC (1998) resource materials for school Inspectors was undertaken in order to assess its implications for Namibia. The findings of this study were that school inspectors are indispensable in monitoring the standards of teaching and learning in Namibia. The study also found that the inspectors are overloaded and that they are not equitably distributed in the education regions of the country. The study concludes that for inspection to be effective, it should change from teacher control to teacher support and development.
Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace
(University of the Western Cape, 2001) Keflom , Tsegaye; Robinson, Maureen; Faculty of Education
This study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.
Analysis of the relationship between teacher characteristics and learner performance in english reading in Namibia
(University of the Western Cape, 2001) Katali, Henry Isak Amalovu; Kallaway, Peter
This mini thesis investigates the relationship between teacher characteristics and learner performance in English reading in Namibia. The level of performance in national examinations is often linked to the level of English proficiency of learners. To address my research questions about the impact of selected teacher characteristics on learner performance in English reading in Namibia, I used descriptive, correlation, and regression analyses in my inquiry. These analyses allow me to measure the multivariate relationship of more than one independent variable to one dependent variable. The leaners studies were a sample of Grade 6 learners and their teachers who were in schools in Namibia in 1995. Measures of the learners were age, gender, number of books in the home, parent education, repetition etc. Measures of the teacher characteristics were age, gender, qualifications and experience. The results of the study show that teacher characteristics have an influence, negative or positive, on learner performance. However, teacher training came out to be a strong influential variable to learner performance in English language reading in Namibia.
An analysis of the concept participation in South African education policy texts from 1980-1996
(University of the Western Cape, 2002) Harley, Z; Kruss, Glenda
This mini thesis traces the concept 'participation' in South African education policy texts from 1980-1996. Bowe, Ball and Gold's (1992) conceptualization of the policy process guides the analysis in terms of the context of influence, the context of text production and the context of practice. In exploring the context of influence, the analysis focuses on the political, economic, social and ideological forces which have influenced the concept 'participation' in education policy texts in South Africa in three distinct periods, 1980-1990, 1990-1994 and 1994-1996. In exploring the context of text production, the way in which the concept 'participation' is framed in the education policy texts which emerged in South Africa in each of the three distinct periods is analysed. It becomes apparent at this level of analysis that the concept 'participation' has a variety of meanings to the different policy actors due to their different ideologies and political histories. These range from the notion "community participation", "parental participation" and "parental community participation". In terms of the context of practice, analysis is confined to the 1980-1990 period. Since People's Education was symbolic policy, the way in which it was implemented outside and in opposition to the apartheid state, is discussed. In conclusion, the way in which 'participation' is framed in education policy texts post 1994 in South Africa represents a convergence of ideological positions. The education policies reflect both social democratic principles and the legacy of the reforming apartheid ideology.

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