A critical policy analysis of the proposed compulsory history policy of 2018.
| dc.contributor.advisor | Quin, Jane Wilhelmina. | |
| dc.contributor.author | Coelho, Lucinda Jane. | |
| dc.date.accessioned | 2022-10-25T07:35:08Z | |
| dc.date.available | 2022-10-25T07:35:08Z | |
| dc.date.created | 2021 | |
| dc.date.issued | 2021 | |
| dc.description | Masters Degree. University of KwaZulu-Natal, Pietermaritzburg. | en_US |
| dc.description.abstract | Using a Critical Policy Analysis tool known as What’s the Problem Represented to be? (WPR), I examine a proposed policy to make school History compulsory in South Africa. I apply the tool to three documents that address the proposed policy. The main objective of this particular critical policy approach is to offer a specific kind of theorising and policy analysis that makes politics visible by revealing how policies produce ‘problems’. WPR “offers seven interrelated forms of questioning and analysis to critically scrutinize problematizations (the ways in which “problems” are produced and represented) in governmental policies and practices, understood in broad terms” (Bacchi & Goodwin, 2016, p. 13). This approach challenges traditional policy analysis that assumes that problems exist outside of policies, ready to be solved. WPR involves analysing how problems are conceptualised and produced as particular kinds of problems within policies. It also reveals the underlying assumptions, gaps and effects of the ‘problem’ construction. The compulsory History proposal has provoked much debate with inferences that the imperatives for this unrealistic plan are more about cynical and parochial political objectives than educational and empowering objectives. My study aims to contribute to this debate, and to explore how the particular ‘problem’ representation may result in a compromise of democratic governance commitments. From the WPR analysis, I posit that the compulsory History policy proposal seeks more to construct learners as obedient and compliant citizens that support the current regime, rather than develop critical thinkers who will be active citizens safeguarding democracy in South Africa. The implications of this kind of policy-making practice for democracy in South Africa is alarming, indicating a trend dissonant from the discourse of the South African Constitution. This appears to align with a neo-liberal fight-back in a significant number of other countries around the world. If this is indeed a trend locally, then the rigorous analysis of legitimated policy making is an important step towards political resistance for freedom-loving democrats in South Africa, and even internationally. | en_US |
| dc.identifier.uri | https://researchspace.ukzn.ac.za/handle/10413/21006 | |
| dc.language.iso | en | en_US |
| dc.subject | History--Study and teaching. | en_US |
| dc.subject.other | Nation-building and education. | en_US |
| dc.subject.other | Critical policy analysis--Education. | en_US |
| dc.subject.other | Political resistance--Education. | en_US |
| dc.title | A critical policy analysis of the proposed compulsory history policy of 2018. | en_US |
| dc.type | Thesis | en_US |