Education Rights, Education Policies, and Inequality in South Africa

Vally, Salim; Motala, Enver

doi:10.1057/9780230104709_3

Cited by 8 publications

(10 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Have we squandered the possibilities that existed on a mass scale during the fees must fall and decolonisation moment? (Vally, Motala, and Maharajh 2018). Instead of a united front with students, workers and many academic staff, most university managements chose a confrontational course (Choudry and Vally 2020, 14).…”

Section: Business Models Rankings and 4irmentioning

confidence: 99%

Reimagining university–community engagement

Vally

2021

SAJHE

View full text Add to dashboard Cite

This article is based on a keynote address to the second Higher Education Conference in the wake of the Covid-19 pandemic and the environmental and inequality crises confronting South Africa and the world. After an examination of the societal context of universities, the article discusses critical issues in relation to university-community engagement. It attempts to address these issues by firstly providing an overview of the long-standing debates in our country concerning the academy's responsibilities and accountability to various constituencies beyond the universities gates and the imperative to rethink scholarship to engage communities meaningfully. Secondly, it will provide an appreciation of the overarching political economy of higher education and the corporatisation of universities before drawing conclusions about the processes that impede or allow the university to be responsive to community engagement. The article will provide a few historical and contemporaneous examples of the work of university-based researchers with various communities. The research of those who have an orientation toward working class communities and aim to democratise knowledge production will be highlighted. It will be argued that the latter's "praxis epistemology" (Amini 2017) assists us in reimagining university-community relations.

show abstract

Section: Business Models Rankings and 4irmentioning

confidence: 99%

Reimagining university–community engagement

Vally

2021

SAJHE

View full text Add to dashboard Cite

show abstract

“…The National Department of Basic Education was required to provide information on policy measures instituted to respect, protect, promote and fulfil the right to education (Vally, 2006). The following were policies and programmes instituted between the period 1994 -2009 by the National Department of Basic Education towards the realisation of the rights pertaining to education.…”

Section: Progress In the Realisation Of The Right To Educationmentioning

confidence: 99%

Constitutional Right to Education in South Africa: A Myth or a Reality?

Nevondwe

Odeku

2013

MJSS

View full text Add to dashboard Cite

show abstract

“…Despite the need for a holistic conceptualisation of employee learning and the culture associated with it which is implied in the literature, as pointed out earlier, it continues to be practised on the basis of the one-dimensional view of government and employer initiatives, especially in South Africa (Vally and Motala, 2014). This raises the question as to how the other dimensions of employee learning need to be understood in order to initiate the requisite paradigm shift in terms of its practice.…”

Section: Introductionmentioning

confidence: 99%

Going beyond the official domain in the search for the culture of employee learning: The case of junior support staff at a South African university

2019

CriSTaL

View full text Add to dashboard Cite

Based on HCT (human capital theory), employee learning and the culture associated with it in South Africa and globally have generally been researched from the perspective of the normative government or employer-initiated policies and programmes. Using Bernstein's (2000) theory of the pedagogic device, this paper suggests the existence of different domains of learning with respect to junior support staff at a South African university. The paper also borrows from critical realism to advocate an approach which asks questions pertaining to the influence of structure and agency on the form of the culture of employee learning in different domains with respect to the junior support staff members. The answers to these questions, the paper suggests, would help with a holistic characterisation of the culture of employee learning associated with this category of employees at the South African university.

show abstract

Education Rights, Education Policies, and Inequality in South Africa

Cited by 8 publications

References 2 publications

Reimagining university–community engagement

Reimagining university–community engagement

Constitutional Right to Education in South Africa: A Myth or a Reality?

Going beyond the official domain in the search for the culture of employee learning: The case of junior support staff at a South African university

Contact Info

Product

Resources

About