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The Limits of Post-Apartheid Education Policy: Knowledge, Power and Community Mobilization for Education Rights in South Africa

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In this paper we show the ways in which advocacy by progressive social movements presents new possibilities for democratic participation in policy making. We look at how formal policy making has been transformed by social movements through: i) forms of citizen participation; ii) situated knowledge production; and iii) the insertion of rights-based discourse into education policy debates. This paper reflects on the possibilities for democratic approaches in education policy-making that have emerged through collaborative research between community-based social movements and the Education Rights Project in South Africa. The discussion focuses on the strengths and possibilities of action research for transforming education.

Keywords: community mobilization; education policy; education rights; participatory action research

Document Type: Research Article


Publication date: January 1, 2012

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  • World Studies in Education is a bi-annual, refereed, international journal offering a global overview of significant international and comparative education research. Its focus is on educational reforms and policy affecting institutions in the global economy.

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