Kruss, GlendaHarley, Z2022-09-082024-04-122022-09-082024-04-122002https://hdl.handle.net/10566/10597Doctor EducationisThis 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.enCommunity participationParental participationPolicy contextsParental community participationPolicy actorsUniversity of the Western Cape