Disruption of Higher Education Policy Through an Ethics of Care in South Africa

DISRUPTION OF HIGHER EDUCATION POLICY THROUGH AN ETHICS OF CARE IN SOUTH AFRICA Dissertation presented in partial fulfilment for the degree of PhD in Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University HDE (Giyani College of Education); FDE (RAU); BEd Hons (UWC); MEd (SU) Promoter: Distinguished Professor Yusef Waghid March 2020 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (unless to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. March 2020 _________________________________________________ (Celiwe Ngwenya) Copyright © 2020 Stellenbosch University All rights reserved ii Stellenbosch University https://scholar.sun.ac.za Plagiarism Declaration I understand that the code of conduct against plagiarism and copyright infringement are enforced at Stellenbosch University. The severe legal and academic penalties to the breach of the code are understood. Find the signed form Stellenbosch University plagiarism form in page iv. iii Stellenbosch University https://scholar.sun.ac.za Plagiarism Submission Declaration Form UNIVERSITY OF STELLENBOSCH DEPARTMENT OF EDUCATION POLICY STUDIES I, Memoria Celiwe Ngwenya Module 50261978 (360) Education Policy Studies I, hereby acknowledge that I understand what plagiarism entails and that I am fully aware of the University’s policies regarding plagiarism. I affirm that this assignment is entirely my own work. I have acknowledged and referenced all sources, including Internet Websites. I agree that if plagiarism is suspected that my assignment will immediately become subject to a departmental review process. I understand that if I am found guilty of plagiarism, I am liable to face disciplinary actions as detailed in the Department of Education Policy Studies’ Policy on Plagiarism and Referencing, and that if the matter goes to a University Disciplinary hearing, this will necessitate my facing other disciplinary action as governed by University rules or even lead to my expulsion from the University. Signature ………………………………… Date: 30 April 2020 iv Stellenbosch University https://scholar.sun.ac.za Abstract The study on which this dissertation reports, argued that the newly reformed university policies and practices of the four public universities in the Western Cape still affect students from poor schools in a considerable way, as they still seem to struggle to gain access into higher education, even after the enactment of the White Paper for Post School Education of 2013. My argument is corroborated by findings and conclusions that ensued after the conceptual analysis of policy structures of the four public universities under study. The findings also exposed the university system in general as an elitist institution that is unable to change or be changed to recognise the poor. The argument is that the strategies the universities utilise to integrate students into the university system intensify this setback, as those strategies do not attempt to increase universities’ capacity to grant access to poor students, who are incidentally fatalities of the apartheid system. Instead, the universities want the students to bring the same capabilities as their private and former Model C-schooled counterparts. Because of this practice, the university system appears to favour affluent students, which then compounds the social inequity at universities. My contention in the study therefore was that the university system ought to embrace approaches such as an ethics of care to disrupt the alienating culture within their policy processes. The ethics of care as the disruption paradigm may achieve a reconceptualised notion of external inclusion by which lived experiences of the vast majority of poor students can be accommodated, and may also introduce a conciliatory paradigm to higher education, from which social justice can be attained. In the study, I have used ‘poor students’ interchangeably with ‘black students from poor schools’, as the colour of poverty in South Africa, even after 25 years of democracy, is still predominantly black. Key concepts: Access, exclusion, disruption, ethics of care, social inequity, social justice and white privilege. v Stellenbosch University https://scholar.sun.ac.za Opsomming Die navorsing waaroor hierdie proefskrif verslag doen, het van die standpunt uitgegaan dat die nuut hervormde universiteitsbeleide en -praktyke van die vier openbare universiteite in die Wes- Kaap steeds studente afkomstig arm skole nadelig beïnvloed, aangesien dit lyk asof hulle steeds sukkel om toegang tot hoër onderwys te kry, selfs ná die Witskrif oor Naskoolse Onderwys en Opleiding. My argument word bevestig deur bevindings en gevolgtrekkings wat gevolg het ná die konseptuele ontleding van beleidstrukture van die vier openbare universiteite in die studie. Die bevindings dui ook op die universiteitstelsel in die algemeen as ’n elitistiese instelling wat nie kan verander of verander kan word om die armes te erken nie. Die argument is dat die strategieë wat die universiteite gebruik om studente in die universiteitstelsel te integreer hierdie agterstand versterk, aangesien die strategieë nie poog om die vermoë van universiteite om toegang aan arm studente te verleen, wat toevallig oorblyfsels van die apartheidstelsel is, te vergemaklik nie. In plaas daarvan wil die universiteite hê dat die studente dieselfde vermoëns as hulle eweknieë uit privaat en voormalige Model C-skole sal hê. As gevolg van hierdie praktyk blyk dit dat die universiteitstelsel gegoede studente bevoordeel, wat dan die maatskaplike ongelykheid by universiteite vererger. My standpunt in die navorsing was dus dat die universiteitstelsel benaderings soos ’n etiek van omgee moet gebruik om die vervreemdende kultuur in hulle beleidsprosesse te ontwrig. Die etiek van omgee as die ontwrigtingsparadigma kan ’n herkonseptualiseerde opvatting van eksterne insluiting bewerkstellig waardeur die deurleefde ervarings van die oorgrote meerderheid arme studente geakkommodeer kan word en wat ook ’n versoenende paradigma na hoër onderwys kan bring, waardeur maatskaplike geregtigheid bereik kan word. In dié navorsing het ek ‘arm studente’ afwisselend met ‘swart studente uit arm skole’ gebruik, aangesien die kleur van armoede in Suid-Afrika, selfs na 25 jaar van demokrasie, steeds oorwegend swart is. Sleutelbegrippe: Toegang uitsluiting, ontwrigting, etiek van omgee, maatskaplike ongelykheid, maatskaplike geregtigheid en wit voorreg. vi Stellenbosch University https://scholar.sun.ac.za Acknowledgements I wish to thank the following people for their support throughout this journey of my becoming: • My promoter, the Distinguished Professor Yusef Waghid, for his unwavering support, guidance and his commitment to the empowerment of women scholars. • Dr Thandi Ngcobo my launch pad, who is always there when I needed to talk • My brother who has been my sounding board throughout this journey • My friends and family for their encouragement and motivation • And to all others who have been there when I was doubtful and broken. vii Stellenbosch University https://scholar.sun.ac.za Dedication To my parents viii Stellenbosch University https://scholar.sun.ac.za List of Abbreviations and Acronyms APS admission points score AQL academic and quantitative literacy ARWU Academic Ranking of World Universities ASGISA Accelerated and Shared Growth Initiative for South Africa B Ch D Bachelor of Dental Surgery Brexit British exit CAPS Curriculum and Assessment Policy Statement CHE Council on Higher Education CHET Centre for Higher Education Trust CPUT Cape Peninsula University of Technology CUT Central University of Technology DHET Department of Higher Education and Training DUT Durban University of Technology EU European Union FPS faculty points score FTE full-time equivalency GAA Group Areas Act GATT General Agreement of Trade and Tariff GDP Gross Domestic Product GEAR Growth Employment and Redistribution HAIs historically advantaged institutions HDIs historically disadvantaged institutions HE higher education ix Stellenbosch University https://scholar.sun.ac.za MAT Mathematics Test MUT Mangosuthu University of Technology NBT National Benchmark Tests NCS National Curriculum Statement Nated National Accredited Technical Education Diploma NEDLAC The National Economic Development and Labour Council NDP National Development Plan NEET not in education, employment or training NGP New Growth Path NMMU Nelson Mandela Metropolitan University NP National Party NPHE National Plan for Higher Education NSC National Senior Certificate NSFAS National Student Financial Aid Scheme NWU North-West University OBE outcome-based education OECD Organisation for Economic Cooperation and Development PenTech Peninsula Technikon RDP Reconstruction and Development Programme RU Rhodes University SAQA South African Qualifications Authority SETA Skills Education Training Authorities SU Stellenbosch University TBVC Transkei, Bophuthatswana, Venda and Ciskei x Stellenbosch University https://scholar.sun.ac.za TUT Tshwane University of Technology TVET Technical Vocational Education and Training UCT University of Cape Town UFH University of Fort Hare UFS University of Free State UJ University

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