Democracy and Inclusive Education Policy in Post-1994 South African Schools: Goal, Tension, and Struggle

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Limakatso Seeko, Thokozani Mathebula
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Abstract

Globally, the idea of inclusive democracy is synonymous with the participation, deliberation, and representation of citizens in the management of the affairs of nation-states. In the light of this global picture, South Africa's constitutional democracy and its inclusive education policy ensure the right to education for school-going children (from foundation, to the intermediate and senior phases). Unfortunately, the zones of exclusion (i.e. difficulties to exercise the right to education) have shown that in post-apartheid South African schools, inclusive education gains have not been enjoyed by the intended recipients-the learners. This means that despite the formalisation of inclusive education policies by the state, substantive inclusion (i.e. active participation, deliberative engagement, and participatory representation) remains a distant dream for many school-going children in South Africa. Against this backdrop, the authors show that formal inclusive policy in schools in South Africa is split between social changes on one hand, and political democracy on the other. Consequently, the authors support the call for a continual struggle by (or for) educable learners who fall within the zones of exclusion in post-1994 South Africa. Ultimately, the authors argue that the realisation of substantive inclusive education depends on the protests of the excluded, who struggle in the interstices of zones of exclusion that have created and deepened the gulf between the ideal and the achievement because democratic inclusive education is at a crossroad; it is extended and dragged in opposite directions in post-1994 South Africa schools.
1994年后南非学校的民主与全纳教育政策:目标、紧张与斗争
在全球范围内,包容性民主的概念等同于公民在民族国家事务管理中的参与、审议和代表。鉴于这一全球形势,南非的宪政民主及其包容性教育政策确保了学龄儿童(从基础教育到初中和高中阶段)的受教育权。不幸的是,排斥区(即难以行使受教育权)表明,在种族隔离后的南非学校,全纳教育的成果并没有被预期的接受者——学习者——享受到。这意味着,尽管国家制定了包容性教育政策,但对南非许多学龄儿童来说,实质性的包容性(即积极参与、审慎参与和参与性代表)仍然是一个遥远的梦想。在这种背景下,作者表明,南非学校的正式包容性政策一方面是社会变革,另一方面是政治民主。因此,作者支持呼吁(或支持)在1994年后南非被排斥的可受教育的学习者继续斗争。最后,作者认为,实质性全纳教育的实现取决于被排斥者的抗议,他们在排斥区域的间隙中挣扎,这已经造成并加深了理想与成就之间的鸿沟,因为民主的全纳教育正处于十字路口;在1994年后的南非学校里,它被向相反的方向延伸和拖拽。
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来源期刊
Educational Research for Social Change
Educational Research for Social Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.20
自引率
20.00%
发文量
15
审稿时长
13 weeks
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