Skip to main content

The Mandela Legacy

Examined through the Shaping of Teacher and Teacher Education Policy in the Immediate Post-Apartheid South Africa Period (1994’1999)

  • Chapter
  • 642 Accesses

Part of the book series: Comparative and International Education ((CIEDV))

Abstract

The late Nelson Mandela is regarded as a unique example of universal humaneness in the late 20th and early 21st century. He is endeared as an important political and historical figure whose legacy represents a beacon of hope in a deeply fragile, violent, and fragmented global world. For many individuals, organisations, and national governments, this legacy has become the moral compass to follow for durable and just solutions to complex conflicts.

This is a preview of subscription content, log in via an institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Chisholm, L. (2004a). The quality of primary education in South Africa. Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative, UNESCO, Paris.

    Google Scholar 

  • Chisholm, L. (Ed.). (2004b). Changing class: Education and social change in post-apartheid South Africa. Cape Town: HSRC Press.

    Google Scholar 

  • Chisholm, L. (2005). The politics of curriculum review and revision in South Africa in regional context. Compare, 35(1), 79–100.

    Google Scholar 

  • Chudnovsky, D. (1998). The big bungle: Teacher re-deployment in South Africa. Southern Africa Report, 13(2), 26–32.

    Google Scholar 

  • Crouch, L., Perry, H. (2003). Educators. In A. Kraak H. Perold (Eds.), Human resources development review 2003: Education, employment and skills in South Africa. Cape Town: HSRC Press.

    Google Scholar 

  • Department of Education (DoE). (1996a). National education policy act (NEPA) No. 27 of 1996. Pretoria: Department of Education.

    Google Scholar 

  • Department of Education (DoE). (1996b). South African schools act no. 84 of 1996. Pretoria: Department of Education.

    Google Scholar 

  • Gustafsson, M., Patel, F. (2008). Managing the teacher pay system: What the local and international data are telling us (unpublished paper). Pretoria: Department of Education.

    Google Scholar 

  • Hofmeyr, J., Hall, G. (1996). The national teacher education audit. Johannesburg: Centre for Education Policy Development.

    Google Scholar 

  • Jansen, J. (2009). Knowledge in the blood: Confronting race and the apartheid past. Stanford, CA: Stanford University Press.

    Google Scholar 

  • Jansen, J., Taylor, N. (2003). Educational change in South Africa 1994–2003: Case studies in large-scale education reform. Washington, DC: World Bank.

    Google Scholar 

  • Jansen, J. (2002). Political symbolism as policy craft: Explaining non-reform in South African education after apartheid. Journal of Education Policy, 17(2), 199–215.

    Article  Google Scholar 

  • Soudien, C. (2002). Teachers’ responses to the introduction of apartheid education. In P. Kallaway (Ed.), The history of education under apartheid 1948–1994: The doors of learning and culture shall be opened (pp. 211–223). Cape Town: Maskew Miller Longman.

    Google Scholar 

  • Mandela, N. (1995). Long walk to freedom (1st ed.). New York, NY: Back Bay Books.

    Google Scholar 

  • Moore, T. (2013). Mandela’s-legacy-will-remain-says-Brisbane-based-friend. Retrieved from http://www.brisbanetimes.com.au/queensland/mandelas-legacy-will-remain-says-brisbane-based-friend-20130702-2pa6i.html

    Google Scholar 

  • Motala, E., Singh, M. (2001). Introduction. In E. Motala J. Pampallis (Eds.), Education and equity: The impact of state policies on South African education (pp. 1–13). Sandown, South Africa: Heinemann.

    Google Scholar 

  • Motala, S. (1997). From policy to implementation: Ongoing challenges and constraints. Wits EPU Quarterly Review of Education and Training, 5(1), 15–22. (University of the Witwatersrand Education Policy Unit, Johannesburg.)

    Google Scholar 

  • OECD. (2008). Review of national policies for education South Africa. Paris: OECD Publishing.

    Google Scholar 

  • Republic of South Africa. (1995). White paper on education and training WPJ/1995. Pretoria: Department of Education.

    Google Scholar 

  • Sayed, Y. (2002). Changing forms of teacher education in South Africa: A case study of policy change. International Journal of Education Development, 22, 381–395.

    Article  Google Scholar 

  • Sayed, Y., Ahmed, R. (2009). Promoting access and enhancing education opportunities? The case of no-fees schools’ in South Africa. Compare, 39(2), 203–281.

    Google Scholar 

  • Sayed, Y., Ahmed, R. (2015). Education quality, and teaching and learning in the post-2015 education agenda. International Journal of Educational Development, 40, 330–338.

    Article  Google Scholar 

  • Sayed, Y., Kanjee, A. (2013). An overview of education policy change in post-apartheid South Africa. In Y. Sayed, A. Kanjee, M. Nkomo (Eds.), The search for quality education in post-apartheid South Africa. Cape Town: HSRC Press.

    Google Scholar 

  • Sayed, Y., Soudien, C. (2004). A new racial state? Exclusion and inclusion in education policy and practice in South Africa. Perspectives in Education, 22(4), 101–115.

    Google Scholar 

  • Sayed, Y., Badroodien, A., McDonald, Z., Salmon, T., Balie, L., De Kock, T., Hanaya, A., Garish, C., Foulds, K. (2016). Teachers and youth as agents of social cohesion in South Africa: An In-country Report. Cape Town, South Africa: Centre For International Teacher Education (CITE).

    Google Scholar 

  • South African Institute of Race Relations. (1998). South African survey. South Africa: South African Institute of Race Relations.

    Google Scholar 

  • Vally, S., Tleane, C. (2001). The rationalisation of teachers and the quest for social justice in education in an age of fiscal austerity. In E. Motala J. Pampallis (Eds.), Education and equity: The impact of state policies on South African education (pp. 178–202). Sandown, South Africa: Heinemann.

    Google Scholar 

  • Whittle, G. C. (2008). The role of the South African Democratic Teachers Union in the process of teacher rationalisation in the Western Cape between 1990 and 2001 (Unpublished dissertation). University of Pretoria, Pretoria.

    Google Scholar 

  • Zengele, T., Pitsoe, V. (2014). Louis Althusser on politics and processes of filling promotional posts. Mediterranean Journal of Social Science, 5(2), 333–340.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Sayed, Y., Badroodien, A. (2017). The Mandela Legacy. In: Soudien, C. (eds) Nelson Mandela. Comparative and International Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-908-9_11

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-908-9_11

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-908-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics