From "Boy-Government" and "Student-Government" to "Learner-Government": The Best of Both Worlds?

Autor/in	Mathebula, Thokozani
Titel	From "Boy-Government" and "Student-Government" to "Learner-Government": The Best of Both Worlds?
Quelle	In: Africa Education Review, 15 (2018) 2, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mathebula, Thokozani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224576
Schlagwörter	Educational History; Foreign Countries; Governance; Student Government; Guides; Democracy; Social Change; Racial Segregation; Citizenship Education; Males; Discipline; Educational Change; Futures (of Society); South Africa + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schülerparlament; Handbuch; Leitfaden; Demokratie; Sozialer Wandel; Rassentrennung; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Male; Männliches Geschlecht; Disziplin; Bildungsreform; Future; Society; Zukunft; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the history of South African education there have been three contrasting attempts to incorporate learners into the authority structures of schools, namely: "boy-government" (prefect system), "student-government" (Student Representative Councils (SRCs)) and "learner-government" (Representative Councils of Learners (RCLs)). This article traces the historical development of these traditions in governance in South African schools. Against this background, it proffers a historical analysis of these traditions to show that the phrase "learner representative council" is at a crossroads, that is, it is being stretched and pulled in different directions in post-apartheid South Africa. It points out that "student-government" was born out of the rejection of the unpopular "boy-government". It also provides a critical analysis of the attempt of the national "Guides for Representative Councils of Learners" ("Guides for RCLs") (DoE 1999) to blend the "prefect" and "SRC" traditions in order to strengthen democracy at school level. In doing so, it argues that the "Guides for RCLs" undermine democratic SRCs developed in the anti-apartheid education struggle. In the end, the article defends the "student-government" tradition because of its potential to educate for democratic citizenship in post-apartheid South African schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01