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Education in South Africa : towards a postmodern democracy
Bibliography: leaves 104-112.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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School of Education
2014
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| _version_ | 1867614299401224192 |
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| access_status_str | Open Access |
| author | Richmond, Keith |
| author2 | Millar, Clive |
| author_browse | Millar, Clive Richmond, Keith |
| author_facet | Millar, Clive Richmond, Keith |
| author_sort | Richmond, Keith |
| collection | Thesis |
| description | Bibliography: leaves 104-112. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/8396 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:49:50.292Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/8396 Education in South Africa : towards a postmodern democracy Richmond, Keith Millar, Clive Adult Education Bibliography: leaves 104-112. The requirements of social and educative justice are examined further in the light of John Rawls's conception of justice as 'fairness'. In particular, critical response to his notions of 'the original position', 'veil of ignorance' and 'overlapping consensus' misrepresents the critical and creative capacity that these concepts properly denote and preserve in the interests of participants' 'strong' democratic capacity. The ethical implications of a non-authoritarian relationship between learners and existing discursive formations are then discussed with reference to Philip Wexler's 'textualist' theory of social analysis and education. His advocacy of 'collective symbolic action' is found to be compatible with an uncoercive discourse ethic, oriented to mutual understanding and contextualised hypothesis formation by self-reflective agents. Inferences for education are proposed, in conclusion, emphasising the teachers' role as agent provocateur of the 'liminal imagination' (generating non-formulaic symbolic movement and self-formative struggle by the learners themselves), which qualifies the usual obligation to approved curricular content. Education for a postmodern democracy is sustained by, and sustains, both context-relative knowledge - publicly educed - and an ongoing 'desublimation' of discourse, in the interests of participatory self-critique and renewal. 2014-10-11T12:18:49Z 2014-10-11T12:18:49Z 1990 Master Thesis Masters MPhil http://hdl.handle.net/11427/8396 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Adult Education Richmond, Keith Education in South Africa : towards a postmodern democracy |
| thesis_degree_str | Master's |
| title | Education in South Africa : towards a postmodern democracy |
| title_full | Education in South Africa : towards a postmodern democracy |
| title_fullStr | Education in South Africa : towards a postmodern democracy |
| title_full_unstemmed | Education in South Africa : towards a postmodern democracy |
| title_short | Education in South Africa : towards a postmodern democracy |
| title_sort | education in south africa towards a postmodern democracy |
| topic | Adult Education |
| url | http://hdl.handle.net/11427/8396 |
| work_keys_str_mv | AT richmondkeith educationinsouthafricatowardsapostmoderndemocracy |