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Are we Moving towards Full-Day Schooling? Critical Reflections on Demands Made on Schools and Teachers in South Africa and Implications for Teacher Development

By Labby Ramrathan.

Published by The International Journal of Learning

This paper explores, through empirical research and desk top review of policies and published research, the demands made on schools and teachers within the South African context. In our new found democracy, there are attempts being made by various sectors of our scoiety to undo some of the ills of apartheid in the name of transformation.This paper, therfore, attempts to conceptualise, interrogate and understand the impact of, in particular, the academic, social, cultural, health, economic and political drivers that command intervention on our schools and teachers to meet the transformation agendas of its associated sectors. Through this critical anaysis, cast within the critical discourse analysis framework, some critical questions on capacity of schools and teachers to meet these demands are raised. Through this analysis, the paper concludes with an attempt to contribute to the discourse on teachers works and schools' roles and responsibilities

The International Journal of Learning, Volume 14, Issue 8, pp.29-34. Article: Print (Spiral Bound). Article: Electronic (PDF File; 539.597KB).

Dr. Labby Ramrathan

Head of School, School of Education Studies, Faculty of Education, University of KwaZulu-Natal, University of KwaZulu-Natal, Durban, KwaZulu-Natal, SOUTH AFRICA