Changes in power and authority relations in South African schooling since l976

Abstract

This mini-thesis examines the changed perceptions in the concepts of power and authority in south African schooling. In chapter 1 it is argued that relationships in South African schooling have traditionally been based on hierarchical structures and that because of increased learner-activity and learner-participation the leadership role of the teacher has repeatedly been challenged. Chapter 5 critically analyzes their interpretations and it also argued that these interpretations reflect changed perceptions of power and authority in schooling. chapter 5 argues for a concept of democracy which is based on participant attitudes. In chapter 7 an analysis is made of the compatibility of a concept of participatory democracy with relationships in schooling and it is argued that for south African schooling to be viable, it is necessary to introduce participatory democracy into that sphere. Chapter I discusses the concept of power by analyzing the manipulation of interests through social forces and institutional practices. I argue that because of its manipulative nature, South African schooling is based on power relationships and that this kind of schooling is not in the rear interests of the learner. In chapter 9 a necessary connection is made between rights and authority. It is argued that there has been a loss of legitimate authority in South African schooling because of the fact that the right of the teacher to hold authority is under democratically based.