The role of civil society in advancing education rights : the case of Gadra Education, Grahamstown, South Africa
- Authors: Msindo, Esteri Makotore
- Date: 2015
- Subjects: Gadra Education (Grahamstown, South Africa) , Right to education -- South Africa , State departments of education -- South Africa , Educational change -- South Africa , Social justice -- South Africa , Civil society -- South Africa , Social contract
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3392 , http://hdl.handle.net/10962/d1016500
- Description: This thesis has identified and analysed the role of an NGO called Gadra Education in advancing education rights to the less advantaged people of Grahamstown in South Africa. Gadra Education’s role has been identified as twofold. Firstly as an educational NGO, Gadra Education’s initiatives directly impact on the lives of the less economically and socially privileged learners who, due to their previous learning environment in state schools, do not achieve academic results that ensure entry into tertiary level. Secondly its role is identified in its nature as an organisation that emerged due to the deficiencies in the state schooling system. It therefore stands de facto as a critical institution for critique of the state’s education system. The thesis concludes that without confronting the Department of Education or collaborating with it, Gadra Education offers a significant alternative approach which can potentially influence the state to improve the state schooling system. Its strategy of non-confrontation to the state, informal and non-corporatist is advantageous as an NGO that focuses on the actual provision of education. It focuses on instilling Ubuntu values of sharing and giving that are of critical significance in teaching and learning. The context of the thesis is located broadly within socio-economic rights and specifically on education rights. In South Africa where the state has not adequately met the educational obligations for the economically and socially less privileged citizens, the emergence of educational NGOs that focus on providing education to the poor is of vital importance. Although other NGOs that confront the state are important in pushing the state to deliver especially on school infrastructure, teacher deployment and other educational challenges, Gadra Education model ensures academic success for the learner. Lessons can be drawn from Gadra Education which can be potentially useful to state schools and other NGOs that seek to advance education rights to disadvantaged communities.
- Full Text:
- Date Issued: 2015
- Authors: Msindo, Esteri Makotore
- Date: 2015
- Subjects: Gadra Education (Grahamstown, South Africa) , Right to education -- South Africa , State departments of education -- South Africa , Educational change -- South Africa , Social justice -- South Africa , Civil society -- South Africa , Social contract
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3392 , http://hdl.handle.net/10962/d1016500
- Description: This thesis has identified and analysed the role of an NGO called Gadra Education in advancing education rights to the less advantaged people of Grahamstown in South Africa. Gadra Education’s role has been identified as twofold. Firstly as an educational NGO, Gadra Education’s initiatives directly impact on the lives of the less economically and socially privileged learners who, due to their previous learning environment in state schools, do not achieve academic results that ensure entry into tertiary level. Secondly its role is identified in its nature as an organisation that emerged due to the deficiencies in the state schooling system. It therefore stands de facto as a critical institution for critique of the state’s education system. The thesis concludes that without confronting the Department of Education or collaborating with it, Gadra Education offers a significant alternative approach which can potentially influence the state to improve the state schooling system. Its strategy of non-confrontation to the state, informal and non-corporatist is advantageous as an NGO that focuses on the actual provision of education. It focuses on instilling Ubuntu values of sharing and giving that are of critical significance in teaching and learning. The context of the thesis is located broadly within socio-economic rights and specifically on education rights. In South Africa where the state has not adequately met the educational obligations for the economically and socially less privileged citizens, the emergence of educational NGOs that focus on providing education to the poor is of vital importance. Although other NGOs that confront the state are important in pushing the state to deliver especially on school infrastructure, teacher deployment and other educational challenges, Gadra Education model ensures academic success for the learner. Lessons can be drawn from Gadra Education which can be potentially useful to state schools and other NGOs that seek to advance education rights to disadvantaged communities.
- Full Text:
- Date Issued: 2015
National identity and nation-building in post-apartheid South Africa
- Authors: Stinson, Andrew Todd
- Date: 2009
- Subjects: Post-apartheid era -- South Africa , South Africa -- Politics and government -- 1994- , Nationalism -- South Africa , Civil society -- South Africa , Democracy -- South Africa , South Africa -- Social policy , Ethnicity -- South Africa , South Africa -- Economic conditions -- 1991- , South Africa -- Social conditions -- 1994-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2832 , http://hdl.handle.net/10962/d1003042
- Description: Throughout South Africa’s post-Apartheid history, the ANC-led government has undertaken a distinct nation-building program in pursuit of “a truly united, democratic and prosperous South Africa” (ANC, 2007). This is reflected in a two-pronged approach, coupling political and socioeconomic transformation with the social-psychological aspect of forging a broad and inclusive national consciousness. The ANC’s “rainbow nation” approach embraces cultural diversity through what I shall call the practice of “interculturalism”. Interculturalism is a way of recognizing commonalities, reducing tensions and promoting the formation of social partnerships among different cultural groups. The ANC has also promoted a civic culture based on the principles of liberal democracy, non-racism, equality and the protection of individual rights. Interculturalism and civic nationalism are critically important factors to South African nation-building since together they foster a shared public culture and support meaningful participation in the creation of a truly just and democratic South Africa. Unfortunately, in many ways South African society remains deeply divided by race, ethnicity and economic inequality. This thesis analyses various theoretical approaches to national identity and nationbuilding with the aim of identifying several concepts which arguably throw light on the problems of South African nation-building and national identity formation. It is argued that interculturalism and civic nationalism are context appropriate approaches which have been adopted by the ANC to further an inclusive sense of shared public culture and promote participation in the creation of a shared public future. These approaches have led to the limited emergence of a broad South African national identity. However, South Africa’s commitment to socio-economic transformation has been less successful in generating widespread support for a broad national identity. While some of those previously disadvantaged under Apartheid have benefited from poverty alleviation schemes, service delivery initiatives and black economic empowerment programs, many continue to suffer from homelessness, unemployment and worsening economic conditions. Increasing economic marginalization has caused growing discontent among South Africa’s poor and constitutes the biggest threat to the formation of a cohesive national identity in South African society. Ultimately, it is argued that while interculturalism and civic nationalism have played an important role in fostering the growth of a broad national identity, true South African social cohesion will fail to emerge without a massive and sustained commitment to wide-ranging socio-economic transformation.
- Full Text:
- Date Issued: 2009
- Authors: Stinson, Andrew Todd
- Date: 2009
- Subjects: Post-apartheid era -- South Africa , South Africa -- Politics and government -- 1994- , Nationalism -- South Africa , Civil society -- South Africa , Democracy -- South Africa , South Africa -- Social policy , Ethnicity -- South Africa , South Africa -- Economic conditions -- 1991- , South Africa -- Social conditions -- 1994-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2832 , http://hdl.handle.net/10962/d1003042
- Description: Throughout South Africa’s post-Apartheid history, the ANC-led government has undertaken a distinct nation-building program in pursuit of “a truly united, democratic and prosperous South Africa” (ANC, 2007). This is reflected in a two-pronged approach, coupling political and socioeconomic transformation with the social-psychological aspect of forging a broad and inclusive national consciousness. The ANC’s “rainbow nation” approach embraces cultural diversity through what I shall call the practice of “interculturalism”. Interculturalism is a way of recognizing commonalities, reducing tensions and promoting the formation of social partnerships among different cultural groups. The ANC has also promoted a civic culture based on the principles of liberal democracy, non-racism, equality and the protection of individual rights. Interculturalism and civic nationalism are critically important factors to South African nation-building since together they foster a shared public culture and support meaningful participation in the creation of a truly just and democratic South Africa. Unfortunately, in many ways South African society remains deeply divided by race, ethnicity and economic inequality. This thesis analyses various theoretical approaches to national identity and nationbuilding with the aim of identifying several concepts which arguably throw light on the problems of South African nation-building and national identity formation. It is argued that interculturalism and civic nationalism are context appropriate approaches which have been adopted by the ANC to further an inclusive sense of shared public culture and promote participation in the creation of a shared public future. These approaches have led to the limited emergence of a broad South African national identity. However, South Africa’s commitment to socio-economic transformation has been less successful in generating widespread support for a broad national identity. While some of those previously disadvantaged under Apartheid have benefited from poverty alleviation schemes, service delivery initiatives and black economic empowerment programs, many continue to suffer from homelessness, unemployment and worsening economic conditions. Increasing economic marginalization has caused growing discontent among South Africa’s poor and constitutes the biggest threat to the formation of a cohesive national identity in South African society. Ultimately, it is argued that while interculturalism and civic nationalism have played an important role in fostering the growth of a broad national identity, true South African social cohesion will fail to emerge without a massive and sustained commitment to wide-ranging socio-economic transformation.
- Full Text:
- Date Issued: 2009
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