Abstract
During the post-Apartheid period, teacher education discourses in South Africa have undergone several program reviews at the levels of the Postgraduate Certificate in Education (PGCE), BEd, and MEd. The Council on Higher Education’s (CHE) Higher Education Quality Committee (HEQC) has conducted extensive reviews of teacher education programs in the country with the aim to ascertain whether the faculties, schools, and departments of all 23 universities comply with at least the “minimum standards” for quality education. According to the HEQC, a teacher education program such as the PGCE, BEd, or MEd would comply with some of the minimum standards if it has a coherent and integrated focus, foster critical learning, and have institutional support for their implementation (HEQC 2005). As a member of the HEQC’s Accreditation Committee since 2005, I have found that by far the majority of the programs did not gain a full accreditation, which means that most of them either have been found not to comply with the minimum standards or have gained a conditional accreditation subject to certain amendments being made to universities’ program offerings. What has emerged from the Accreditation Committee’s deliberations about the teacher education programs is that they seem to lack focus on engendering critical inquiry. In the cases of the PGCE and MEd, it was found that some institutions are still intent on promoting uncritical rote learning whereby students are expected to regurgitate information without challenging and questioning.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Arendt, Hannah. 1998. The Human Condition. 2nd ed. Chicago and London: University of Chicago Press.
Benhabib, Seyla. 2002. The Claims of Culture: Equality and Diversity in the Global Era. Princeton: Princeton University Press.
Benhabib, Seyla. 2006. “The Philosophical Foundations of Cosmopolitan Norms.” In Another Cosmopolitanism, ed. R. Post, 13–44. Oxford: Oxford University Press.
Biesta, Gert. 2004. “Against Learning.” Nordisk Pedagogik, 24 (1): 70–82.
Callan, Eamonn. 1999. “A Note on Patriotism and Utopianism: Response to Schrag.” Studies in Philosophy and Education, 18: 197–201.
Department of Education (DoE). 2001. Manifesto on Values, Education and Democracy. Pretoria: Government Printers.
Derrida, Jacques. 1980. The Archaeology of the Frivolous: Reading Condillac. Trans. J. P. Jr. Leavey. Lincoln and London: University of Nebraska Press.
Derrida, Jacques. 1997. Politics Of Friendship. Trans. G. Collins. London and New York: Verso.
Fromm, Erich. 1957. The Art of Loving. London: Thorsons.
Greene, Maxine (1988). The Dialectic of Freedom. New York: Teachers College Press.
Greene, Maxine. 1995. Releasing the Imagination: Articles on Education, the Arts and Social Change. New York: Jossey-Bass.
Gutmann, Amy. 1996. “Democratic Citizenship.” In For Love of Country: Debating the Limits of Patriotism, ed. J. Cohen, 66–71. Boston: Beacon Press.
Gutmann, Amy. 2003. Identity in Democracy. Princeton and Oxford: Princeton University Press.
Habermas, Jürgen. 1995. Justification and Application: Remarks on Discourse Ethics. Trans. C. Cronin. Cambridge: Polity Press.
Higher Education Quality Committee (HEQC). 2005. Proposed Criteria for the Evaluation of MEd Programmes. Pretoria: Council on Higher Education.
Hill, Thomas E. 2000. Respect, Pluralism, and Justice. Oxford: Oxford University Press.
MacIntyre, Alasdair. 1990. Three Rival Versions of Modern Enquiry: Encyclopaedia, Genealogy, and Tradition. London: Duckworth.
MacIntyre, Alasdair. 1999. Dependent Rational Animals: Why Human Beings Need the Virtues. Peru, IL: Open Court.
MacIntyre, Alasdair. 2002. “Alasdair Macintyre in Dialogue with Joseph Dunne.” Journal of Philosophy of Education, 36 (1): 1–19.
Waghid, Yusef. 2006. “Dialogue and the Limits of Violence: Some Thoughts on Responsible Action.” Journal of Beliefs and Values, 27 (3): 315–326.
Young, Iris M. 2006. Global Challenges: War, Self-Determination and Responsibility for Justice. Cambridge: Polity Press.
Editor information
Copyright information
© 2010 William F. Pinar
About this chapter
Cite this chapter
Waghid, Y. (2010). Toward Authentic Teaching and Learning in Post-Apartheid South Africa: In Defense of Freedom, Friendship, and Democratic Citizenship. In: Pinar, W.F. (eds) Curriculum Studies in South Africa. International & Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230105508_7
Download citation
DOI: https://doi.org/10.1057/9780230105508_7
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-37873-9
Online ISBN: 978-0-230-10550-8
eBook Packages: Palgrave Education CollectionEducation (R0)