Policy after legislation : a case of accommodation? : a case study of a school's response to externally imposed educational reform between 1994 and 1996

Simple item page
dc.contributor.advisorSoudien, Craigen_ZA
dc.contributor.authorPetersen, Traceyen_ZA
dc.date.accessioned2015-10-14T12:36:19Z
dc.date.available2015-10-14T12:36:19Z
dc.date.issued1998en_ZA
dc.descriptionBibliography: leaves [114] - 124.en_ZA
dc.description.abstractThe study investigates the response of a former white Model C school to externally imposed educational reforms contained in the Education White Paper (1995); the South African Schools' Bill (1996) and the South African School's Act (1996). The study examines the path of policy - making after legislation. Drawing on the work of Bowe et al. (1996) as a key text, the study investigates the dynamics of the policy process within the school. The study uses as a conceptual framework Bowe et al.'s (ibid.) argument that the policy text is multiple, and that the legislated policy text is one of a number of representations of the policy. As such, the study seeks to identify the sites of text generation and the dynamics involved in the formation and maintenance of the dominant representations of the legislated policy texts. The research examines the impact of perceptions of the external policy changes and of the institution on the manner in which the school responds to the change. The relationship between power and policy-making referred to by researchers such as Ball (1994) and Blackmore et al. (1994) is clearly evident in the response of the executive of the school to challenges to the dominant discourse. The dominant discourse is described as a discourse of "Model C" schooling: predominantly white, and relatively progressive in so far as selected black students are permitted to attend the school. Linguistic exclusivity and the limited agency in the policy process are the two main strategies used to protect this dominant discourse. The study examines the strategies of resistance to this dominance and the ways in which these dissenting voices are marginalised. The study identifies the response of the school as "adaptive accommodation" whereby the school not merely reshapes the legislated policy to fit the structure of the school, but physically restructures the school so that anticipated policy change can be contained. The study concludes that the legislated policy has failed to challenge the policy paradigm of the previous education system.en_ZA
dc.identifier.apacitationPetersen, T. (1998). <i>Policy after legislation : a case of accommodation? : a case study of a school's response to externally imposed educational reform between 1994 and 1996</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/14247en_ZA
dc.identifier.chicagocitationPetersen, Tracey. <i>"Policy after legislation : a case of accommodation? : a case study of a school's response to externally imposed educational reform between 1994 and 1996."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1998. http://hdl.handle.net/11427/14247en_ZA
dc.identifier.citationPetersen, T. 1998. Policy after legislation : a case of accommodation? : a case study of a school's response to externally imposed educational reform between 1994 and 1996. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Petersen, Tracey AB - The study investigates the response of a former white Model C school to externally imposed educational reforms contained in the Education White Paper (1995); the South African Schools' Bill (1996) and the South African School's Act (1996). The study examines the path of policy - making after legislation. Drawing on the work of Bowe et al. (1996) as a key text, the study investigates the dynamics of the policy process within the school. The study uses as a conceptual framework Bowe et al.'s (ibid.) argument that the policy text is multiple, and that the legislated policy text is one of a number of representations of the policy. As such, the study seeks to identify the sites of text generation and the dynamics involved in the formation and maintenance of the dominant representations of the legislated policy texts. The research examines the impact of perceptions of the external policy changes and of the institution on the manner in which the school responds to the change. The relationship between power and policy-making referred to by researchers such as Ball (1994) and Blackmore et al. (1994) is clearly evident in the response of the executive of the school to challenges to the dominant discourse. The dominant discourse is described as a discourse of "Model C" schooling: predominantly white, and relatively progressive in so far as selected black students are permitted to attend the school. Linguistic exclusivity and the limited agency in the policy process are the two main strategies used to protect this dominant discourse. The study examines the strategies of resistance to this dominance and the ways in which these dissenting voices are marginalised. The study identifies the response of the school as "adaptive accommodation" whereby the school not merely reshapes the legislated policy to fit the structure of the school, but physically restructures the school so that anticipated policy change can be contained. The study concludes that the legislated policy has failed to challenge the policy paradigm of the previous education system. DA - 1998 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1998 T1 - Policy after legislation : a case of accommodation? : a case study of a school's response to externally imposed educational reform between 1994 and 1996 TI - Policy after legislation : a case of accommodation? : a case study of a school's response to externally imposed educational reform between 1994 and 1996 UR - http://hdl.handle.net/11427/14247 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/14247
dc.identifier.vancouvercitationPetersen T. Policy after legislation : a case of accommodation? : a case study of a school's response to externally imposed educational reform between 1994 and 1996. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1998 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14247en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducational Administration, Policy and Planningen_ZA
dc.subject.otherEducational change - South Africa.en_ZA
dc.subject.otherEducation and state - South Africaen_ZA
dc.titlePolicy after legislation : a case of accommodation? : a case study of a school's response to externally imposed educational reform between 1994 and 1996en_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hum_1998_petersen_tracey.pdf
Size:
6.39 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters