2 - Teacher Education, Common Purpose and the Forging of Multiple Publics in South Africa
Corresponding Author(s) : Nimi Hoffmann
Afrique et développement,
Vol. 45 No 4 (2020): Afrique et développement
Résumé
Dans une importante intervention scientifique sur les publics africains, Raufu Mustapha soutient que la multiplicité de publics n'est pas un obstacle, mais plutôt une ressource créative qui peut être utilisée pour forger, par la délibération publique, un objectif commun. Cependant, il n'explique pas comment fonctionne l’objectif commun et son but. Dans cet article, nous examinons la dynamique d'objectif commun chez les élèves-enseignants d’Afrique du Sud. Les enseignants inculquent aux jeunes les dispositions et les pratiques de délibération publique. La formation des enseignants et le lieu où ils enseignent sont donc cruciaux pour comprendre la constitution de publics. Nous analysons les données d'une cohorte d'élèves-enseignants sur leurs motivations à devenir enseignants, leurs projets d'avenir et leurs inquiétudes face à leur profession. Nous trouvons peu de preuves de différences résultant de la race et de la classe. Par contre, ces preuves suggèrent que les élèves-enseignants partagent un objectif commun éclairé par des notions hyper-particularistes du public, qui ne sont pas uniquement de race et de classe, mais également limitées à une compréhension étriquée de leur propre communauté. À la lumière de ceci, nous tentons d’expliquer comment la politique contribue aux conditions d’un objectif commun qui mène à des publics ségrégatifs, restreignant ainsi les possibilités génératives de publics multiples.
Mots-clés
Télécharger la référence bibliographique
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- Alexander, N., 1979, One Azania, one nation: The national question in South Africa, London: Zed Books.
- Alexander, N., 1994, ‘Education and social reconstruction: The case of South Africa’, Africa Development / Afrique et Développement: Education and Development in Sub-Saharan Africa /Education et Développement en Afrique Subsaharienne Vol. 19, No. 4: pp. 35–56.
- Awasom, N.F., 2012, ‘The emergence of public spheres in colonial Cameroon: Palm wine drinking joints in Bamenda Township, Africa Development / Afrique et Développement, Vol. 37, No. 1: pp. 69–84.
- Chisholm, L., 2020, ‘Transnational colonial entanglements: South African teacher education college curricula 1’, in G. McCulloch, I. Goodson and M. González- Delgado, eds, Transnational perspectives on curriculum history, London, UK: Routledge, pp. 163–180.
- De Kock, T., Hoffmann, N., Sayed, Y., and Van Niekerk, R., 2018, ‘PPPs in education and health in the Global South focusing on South Africa’, EQUIPPPs working paper, London: Equalities in Public Private Partnerships.
- Department of Basic Education (DBE), 2013, ‘School Monitoring Report’, Pretoria: Government Printing Works.
- Department of Black Imagination, 2015, ‘Salon for what?’, Johannesburg Salon, The Johannesburg Workshop in Theory and Criticism, Vol. 9: pp. 1–2.
- Dlakavu, S., Ndelu, S., and Matandela, M., 2017, ‘Writing and rioting: Black womxn in the time of fallism’, Agenda, Vol. 31, No. 3–4, pp. 105–9. Available online at https://doi.org/10.1080/10130950.2017.1392163.
- Ekeh, P.P., 1975, ‘Colonialism and the two publics in Africa: A theoretical statement’,Comparative Studies in Society and History, Vol. 17, No. 1: pp. 91–112.
- Fataar, A., 2015, Engaging schooling subjectivities across post-apartheid urban spaces, Stellenbosch: African SUN Media.
- Fraser, N., 1990, ‘Rethinking the public sphere: A contribution to the critique of actually existing democracy’, Social Text, No. 25/26, p. 56. Available online at https://doi.org/10.2307/466240.
- Gamedze, T., 2015, ‘Azania House intersectionality as a catalyst for black imagination’, Johannesburg Salon, The Johannesburg Workshop in Theory and Criticism, Vol. 9, pp. 122–23.
- Habermas, J., 1974, ‘The public sphere: An encyclopedia article (1964)’, S. Lennox and F. Lennox, trs, New German Critique, No. 3, pp. 49–55. Available online at https://doi.org/10.2307/487737.
- Kota, Z., Hendricks, M., Matambo, E., and Naidoo, V., 2017, The governance of basic education in the Eastern Cape’, SSRN Electronic Journal. Available online at https://doi.org/10.2139/ssrn.2956346.
- Le Roux, P. and Breier, M., 2012, ‘Steering from a distance: Improving access to higher education in South Africa via the funding formula’, in T. Halvorsen and P. Vale, eds, One world, many knowledges: Regional experiences and cross-regional links in higher education, Cape Town: University of the Western Cape, Southern African-Nordic Centre.
- Manganga, K., 2012, ‘The Internet as public sphere: A Zimbabwean case study (1999– 2008)’, Africa Development / Afrique et Développement, Vol. 37, No. 1, pp. 103–18.
- Mbilinyi, M., 1982, ‘History of formal schooling in Tanzania’, in H. Hinzen and V.H. Hundsdörfer, eds, Education for liberation and development: The Tanzanian experience, Hamburg: UNESCO Institute for Education. Available online at https://unesdoc.unesco.org/ark:/48223/pf0000037278.
- Mkandawire, T., 2015. ‘Neopatrimonialism and the political economy of economic performance in Africa: Critical reflections’, World Politics, Vol. 67, No. 3, pp. 563– 612.
- Motala, S., 2009, ‘Privatising public schooling in post-apartheid South Africa–equity considerations’, Compare, Vol. 39, No. 2, pp. 185–202.
- Motala, S., and Carel, D., 2019, ‘Educational funding and equity in South African schools’, in N. Spaull and J. Jansen, eds, South African schooling: The enigma of inequality, Springer. Available online at https://link.springer.com/chapter/10.1007/978-3-030-18811-5_4.
- Mustapha, A.R., 2012a, ‘Introduction: The ‘missing’ concept: What is the ‘public sphere’ good for?’, Africa Development / Afrique et Développement, Vol. 37, No. 1, pp. 1–9.
- Mustapha, A.R., 2012b, ‘The public sphere in 21st century Africa: Broadening the horizons of democratisation’, Africa Development / Afrique et Développement, Vol. 37, No. 1, pp. 27–41.
- Mwalimu, M., 2014, ‘Education and the economy: Achievements and shortfalls in independent Zambia, 1964–2014’, Journal of Southern African Studies, Vol. 40, No. 5, pp. 1091–1108. Available online at https://doi.org/10.1080/03057070.2014.946820.
- Naidoo, L-A., 2016, ‘Hallucinations’, presented at the Ruth First Lecture, Wits University, August 17. Available online at http://www.journalism.co.za/wp-content/uploads/2016/08/Leigh-Ann-NaidooPresentation.pdf.
- Sayed, Y., 2016, ‘The governance of public schooling in South Africa and the middle class: Social solidarity for the public good versus class interest’, Transformation: Critical Perspectives on Southern Africa, Vol. 91, No. 1, pp. 84–105. Available online at https://doi.org/10.1353/trn.2016.0019.
- Sayed, Y., Badroodien, A., Omar, Y., Ndabaga, E., Novelli, M., Durrani, N., Barrett, A., Balie, L., Salmon, T., and Singh, M., 2018, ‘Engaging teachers in peacebuilding in post-conflict contexts: Rwanda and South Africa’, Synthesis report, Centre for International Education, Sussex University.
- Sayed, Y., Hoffmann, N., and Motala, S., 2017, ‘Between higher and basic education in South Africa: What does decolonisation mean?’, in L. Praeg, ed., Pedagogy of place, Durban: University of KwaZulu-Natal Press.
- Sayed, Y., and McDonald, Z., 2017, ‘Motivation to become a foundation phase teacher in South Africa’, South African Journal of Childhood Education, Vol. 7, No. 1, p. 9.
- Singh, M., 2014, ‘Higher education and the public good: Precarious potential?’, Acta Academica, Vol. 46, No. 1, pp. 98–118.
- South African Government, 1996a, National Education Policy Act, No 27 of 1996. Available online at https://www.education.gov.za/Portals/0/Documents/Legislation/Acts/NATIONAL percent20EDUCATION percent20POLICYper cent20ACT, percent20NO per cent2027 percent20OF percent201996,per cent2028 per cent2010 per cent202011.pdf?ver=2015-01-30-102109-667.
Les références
Alexander, N., 1979, One Azania, one nation: The national question in South Africa, London: Zed Books.
Alexander, N., 1994, ‘Education and social reconstruction: The case of South Africa’, Africa Development / Afrique et Développement: Education and Development in Sub-Saharan Africa /Education et Développement en Afrique Subsaharienne Vol. 19, No. 4: pp. 35–56.
Awasom, N.F., 2012, ‘The emergence of public spheres in colonial Cameroon: Palm wine drinking joints in Bamenda Township, Africa Development / Afrique et Développement, Vol. 37, No. 1: pp. 69–84.
Chisholm, L., 2020, ‘Transnational colonial entanglements: South African teacher education college curricula 1’, in G. McCulloch, I. Goodson and M. González- Delgado, eds, Transnational perspectives on curriculum history, London, UK: Routledge, pp. 163–180.
De Kock, T., Hoffmann, N., Sayed, Y., and Van Niekerk, R., 2018, ‘PPPs in education and health in the Global South focusing on South Africa’, EQUIPPPs working paper, London: Equalities in Public Private Partnerships.
Department of Basic Education (DBE), 2013, ‘School Monitoring Report’, Pretoria: Government Printing Works.
Department of Black Imagination, 2015, ‘Salon for what?’, Johannesburg Salon, The Johannesburg Workshop in Theory and Criticism, Vol. 9: pp. 1–2.
Dlakavu, S., Ndelu, S., and Matandela, M., 2017, ‘Writing and rioting: Black womxn in the time of fallism’, Agenda, Vol. 31, No. 3–4, pp. 105–9. Available online at https://doi.org/10.1080/10130950.2017.1392163.
Ekeh, P.P., 1975, ‘Colonialism and the two publics in Africa: A theoretical statement’,Comparative Studies in Society and History, Vol. 17, No. 1: pp. 91–112.
Fataar, A., 2015, Engaging schooling subjectivities across post-apartheid urban spaces, Stellenbosch: African SUN Media.
Fraser, N., 1990, ‘Rethinking the public sphere: A contribution to the critique of actually existing democracy’, Social Text, No. 25/26, p. 56. Available online at https://doi.org/10.2307/466240.
Gamedze, T., 2015, ‘Azania House intersectionality as a catalyst for black imagination’, Johannesburg Salon, The Johannesburg Workshop in Theory and Criticism, Vol. 9, pp. 122–23.
Habermas, J., 1974, ‘The public sphere: An encyclopedia article (1964)’, S. Lennox and F. Lennox, trs, New German Critique, No. 3, pp. 49–55. Available online at https://doi.org/10.2307/487737.
Kota, Z., Hendricks, M., Matambo, E., and Naidoo, V., 2017, The governance of basic education in the Eastern Cape’, SSRN Electronic Journal. Available online at https://doi.org/10.2139/ssrn.2956346.
Le Roux, P. and Breier, M., 2012, ‘Steering from a distance: Improving access to higher education in South Africa via the funding formula’, in T. Halvorsen and P. Vale, eds, One world, many knowledges: Regional experiences and cross-regional links in higher education, Cape Town: University of the Western Cape, Southern African-Nordic Centre.
Manganga, K., 2012, ‘The Internet as public sphere: A Zimbabwean case study (1999– 2008)’, Africa Development / Afrique et Développement, Vol. 37, No. 1, pp. 103–18.
Mbilinyi, M., 1982, ‘History of formal schooling in Tanzania’, in H. Hinzen and V.H. Hundsdörfer, eds, Education for liberation and development: The Tanzanian experience, Hamburg: UNESCO Institute for Education. Available online at https://unesdoc.unesco.org/ark:/48223/pf0000037278.
Mkandawire, T., 2015. ‘Neopatrimonialism and the political economy of economic performance in Africa: Critical reflections’, World Politics, Vol. 67, No. 3, pp. 563– 612.
Motala, S., 2009, ‘Privatising public schooling in post-apartheid South Africa–equity considerations’, Compare, Vol. 39, No. 2, pp. 185–202.
Motala, S., and Carel, D., 2019, ‘Educational funding and equity in South African schools’, in N. Spaull and J. Jansen, eds, South African schooling: The enigma of inequality, Springer. Available online at https://link.springer.com/chapter/10.1007/978-3-030-18811-5_4.
Mustapha, A.R., 2012a, ‘Introduction: The ‘missing’ concept: What is the ‘public sphere’ good for?’, Africa Development / Afrique et Développement, Vol. 37, No. 1, pp. 1–9.
Mustapha, A.R., 2012b, ‘The public sphere in 21st century Africa: Broadening the horizons of democratisation’, Africa Development / Afrique et Développement, Vol. 37, No. 1, pp. 27–41.
Mwalimu, M., 2014, ‘Education and the economy: Achievements and shortfalls in independent Zambia, 1964–2014’, Journal of Southern African Studies, Vol. 40, No. 5, pp. 1091–1108. Available online at https://doi.org/10.1080/03057070.2014.946820.
Naidoo, L-A., 2016, ‘Hallucinations’, presented at the Ruth First Lecture, Wits University, August 17. Available online at http://www.journalism.co.za/wp-content/uploads/2016/08/Leigh-Ann-NaidooPresentation.pdf.
Sayed, Y., 2016, ‘The governance of public schooling in South Africa and the middle class: Social solidarity for the public good versus class interest’, Transformation: Critical Perspectives on Southern Africa, Vol. 91, No. 1, pp. 84–105. Available online at https://doi.org/10.1353/trn.2016.0019.
Sayed, Y., Badroodien, A., Omar, Y., Ndabaga, E., Novelli, M., Durrani, N., Barrett, A., Balie, L., Salmon, T., and Singh, M., 2018, ‘Engaging teachers in peacebuilding in post-conflict contexts: Rwanda and South Africa’, Synthesis report, Centre for International Education, Sussex University.
Sayed, Y., Hoffmann, N., and Motala, S., 2017, ‘Between higher and basic education in South Africa: What does decolonisation mean?’, in L. Praeg, ed., Pedagogy of place, Durban: University of KwaZulu-Natal Press.
Sayed, Y., and McDonald, Z., 2017, ‘Motivation to become a foundation phase teacher in South Africa’, South African Journal of Childhood Education, Vol. 7, No. 1, p. 9.
Singh, M., 2014, ‘Higher education and the public good: Precarious potential?’, Acta Academica, Vol. 46, No. 1, pp. 98–118.
South African Government, 1996a, National Education Policy Act, No 27 of 1996. Available online at https://www.education.gov.za/Portals/0/Documents/Legislation/Acts/NATIONAL percent20EDUCATION percent20POLICYper cent20ACT, percent20NO per cent2027 percent20OF percent201996,per cent2028 per cent2010 per cent202011.pdf?ver=2015-01-30-102109-667.