Faculty of Education
School of Educational Studies
Department of Education Management and Policy Studies
Selected Highlights from Research Findings
The far-reaching changes that are sweeping South Africa have left some communities feeling uprooted from their identity and trapped in a vortex of uncertainty. Dr Chaya Herman of the Department of Education Management and Policy Studies investigated the manner in which Jewish community schools readjust and restructure their educational system in response to these internal and external change dynamics.
The study was based on data collected through interviews, recordings of meetings, participant and non-participant observation, document analysis and countless informal conversations with members of the community.
These were conducted during a controversial process of restructuring in the Jewish community schools in Johannesburg; this process took place between 2001 and 2003. The study revealed that the rapid change from oppressive past towards inclusive democracy in South Africa may sometimes generate significant counter-currents.
In the case of the Jewish community schools, the counter-current involved the confluence of two powerful, but seemingly irreconcilable, global dynamics: that of neo-liberalism and managerialism (often expressed in the notion that “schools should be run like a business”), and a renewed emphasis on ethnic and religious identity, often tending towards fundamentalism (frequently articulated in the phrase “We will become more Jewish”).
These two currents, and the way they interacted with the particular characteristics of the community in question, gave momentum to the emergence of a new power elite that sought to reintroduce authoritarianism reminiscent of the previous social order.
The study suggests that formerly privileged minorities may attempt to sidestep ideological, political and social complexity through linear, quick fix solutions. Instead of providing the sought-after certainty, however, such developments may polarise a community and shift it towards ghettoisation and exclusivity.
The study, which formed part of a larger research project, was published by the HSRC as a book: Chaya Herman (2006). Prophets and Profits: Managerialism and the Restructuring of Jewish Schools in South Africa. HSRC Publishing, South Africa
Contact person: Dr C Herman.
The process of globalisation, which is well-recognised as a major driving force of change in the world's economy, also impacts on higher education. It happens more and more frequently that students from one country decide to continue their studies in another country - a phenomenon known as “international student circulation.”
Dr Chika Sehoole, together with four other scholars from Egypt, Indonesia, India and the Netherlands, conducted a collaborative study under the auspices of the Fullbright New Century Scholar programme aimed at developing a better understanding of this phenomenon and assessing its implication on higher education in various nations and regions.
The study involved a number of case studies focusing on degree-seeking students from the four developing countries and two regions (Europe and the USA); this was followed by a comparative analysis in which data from the various countries were pooled.
The results of the study revealed a degree of asymmetry between developing and developed countries: the former are primarily on the sending side of student mobility, while the latter (Europe and the USA, in particular) are primarily (but not exclusively) on the receiving side.
Nevertheless, it was found that increasing numbers of students from developing countries enrol for studies in other developing countries. South Africa, for instance, receives large numbers of students from Zimbabwe and Namibia, while Egypt is a powerful magnet for students from Muslim counties in Asia.
The study revealed a number of other interesting trends. One of these concerned the reasons why students decide to study abroad. Previously, the economic rationale had been assumed to be the dominant consideration.
The results generated by Sehoole and his fellow researchers show, however, that other factors (such as religion) appear to be gaining importance, and are partly responsible for changing patterns in student flow from Islamic countries
Contact person: Dr MT Sehoole.
The effectiveness of a country’s education system depends to a large degree on the quality of its educational leadership, management and governance. Given the challenges surrounding education in South Africa today, the importance of supporting this dimension of teaching and learning through sound policy and informed decision-making cannot be overstated.
Policy and decision-making, in turn, depend on accurate information supported by thorough research. Unfortunately, South African research on this topic has tended to be somewhat haphazard and uncoordinated.
In order to address this shortcoming, research was commissioned by the Gauteng Department of Education through the Matthew Goniwe School for Leadership and Governance to establish “what we know” and “what we still need to know” about educational leadership, management and governance – both in South Africa and abroad.
The research project was directed by Prof Tony Bush of the University of Lincoln in the United Kingdom (UK). The project took the form of an extensive review of all relevant South African and international literature, including previous literature reviews, reviews of legislation, scholarly articles describing the results of empirical investigations, and material describing the application of good practice.
The research process was organised around two broad themes: leadership and management (including issues such as organisational theory, leadership, financial management and learner discipline) and school governance (addressing matters such as the role of learner representatives, community and parental involvement, the appointment of educators, training and the role of non-governmental organisations).
Research on school governance was coordinated by Dr Rika Joubert of the Department of Education Management and Policy Studies.
The outcome of this literature review was captured in an eighty-page report. The report contains a series of integrative, thematic summaries representing the current state of knowledge pertaining to leadership, management and school governance. It also offers recommendations for further empirical research.
The report emphasises the importance of holistic research and school-based studies that could support evidence-based policy and practice. As such, it lays the basis for a systematic approach to future commissioning and funding of research
Contact person: Dr HJ Joubert.
The right to freedom of expression is viewed internationally as one of the cornerstones of democracy, and it is enshrined in our Constitution in the Bill of Rights. The recognition given to this right in the new South African dispensation stands in stark contrast with the previous regime, which was characterised by intolerance, oppression and a fear of speaking out against authority.
Greater freedom brings greater responsibility and complexity. One of the complexities inherent in the right to freedom of expression is that this right (as all other rights) is not absolute: it has to be balanced against other fundamental rights upheld in the Constitution.
For instance, hate speech cannot be justified on the grounds that it constitutes freedom of expression, since it conflicts with the right to human dignity. How well do young South Africans understand the right to freedom of expression and all its ramifications?
Dr Willie van Vollenhoven of the Department of Education Management and Policy Studies set out to answer this question through a study making use of questionnaires, focus group discussions and an in-depth interview.
The study focused on a context that has been one of the focal points in the imposition of the old value system and the struggle for transformation: South African schools. Five Gauteng schools - three former White schools and two "township" schools - were selected to participate in the study.
The study yielded a number of interesting findings. For instance, some learners seem to absolutise the right to freedom of expression, expressing the view that the right to religious expression can under no circumstances be limited.
The study also revealed that authoritarianism - the view that authority must be obeyed unquestioningly - is still rife in our school system. Van Vollenhoven argues that this tendency poses a threat to development of democracy
Contact person: Dr WJ van Vollenhoven.
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