Edited By Beth Blue Swadener, Laura Lundy, Janette Habashi and Natasha Blanchet-Cohen
9 Pursuing Democracy Through Education Rights: Perspectives from South Africa
Design and Methods
Pursuing Democracy Through Education Rights
Perspectives from South Africa
Bekisizwe S. Ndimande & Beth Blue Swadener
This chapter discusses children’s rights issues as they relate to education and daily life in post-apartheid South Africa. We draw from two related studies conducted with township parents regarding the extent to which children’s rights have been understood and achieved in this new democracy, both in terms of equity of access to education and broader understandings of children’s rights—beyond education rights. Our work seeks to understand ways in which Black communities view education and other children’s rights. The first study was a collaborative qualitative study connecting a broader discussion of children’s rights, particularly as they are formulated in the UN Convention on the Rights of the Child (UNCRC, 1989), the African Charter on the Rights and Welfare of the Child (1990), and the Children’s Act of 2007, to the perspectives of Black parents (meaning indigenous in South Africa) and professionals. Drawing from these interviews, we analyze ways in which children’s rights and the Children’s Act are understood, contested, and interpreted. The second study utilized focus groups with Black parents in townships and concentrated on educational options, choice, and access for their children after apartheid education was repealed. The democratic Constitution of 1996 and the South African Schools Act (SASA) of 1996 both provided space for equity of access to education, especially to marginalized students who were denied quality education under apartheid. Both studies...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.