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Sare Juliet Perumal Student Resistance to Radical Feminist Ideologies

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Sare Juliet Perumal Student Resistance to Radical Feminist Ideologies Volume 11, Number 1, 2006 SARE with EWP Southern African Review of Education with Education with Production A Review of Comparative Education and History of Education from Saches with The Journal of the Foundation for Education with Production SACHES THE SOUTHERN AFRICAN COMPARATIVE AND HISTORY OF EDUCATION SOCIETY Core Executive Committee: Thobeka Mda (President), Sheldon Weeks (Deputy President), Petro van Niekerk (Treasurer), Seán Morrow (Secretary), Charl Wolhuter (Member) and Linda Chisholm (Editor, SARE with EWP). Wider Executive Committee: President: Thobeka Mda (first two-year term); Deputy President: Sheldon Weeks; Treasurer: Petronella van Niekerk; Secretary: Seán Morrow. Additional members: Otukile Phibion (Botswana), Mary Ocheng (Uganda), Ndibalema Alphonce and Oliver Stegen (Tanzania), Charl Wolhuter (South Africa) and Kyangubabi Chiika Muyebaa (Zambia). Fax 012 302 2247 Tel 012 302 2208 E-mail: [email protected] EDITORIAL COLLABORATIVE IN SOUTH AFRICA FOR SARE Linda Chisholm (Editor), Crain Soudien (Reviews Editor), Seán Morrow and Peter Kallaway (Members) BOARD OF ADVISORS Wim Hoppers, Stockholm, Sweden Ulla Kann, Windhoek, Namibia Simon McGrath, University of Edinburgh, Edinburgh, Scotland Karen Mundy, Ontario Institute for Studies in Education, Toronto, Canada Keith Watson, University of Reading, Reading, UK Allan Wieder, University of South Carolina, USA Willy Wielemans, CESE, Brussels, Belgium FOUNDATION FOR EDUCATION WITH PRODUCTION Patrick van Rensburg Box 20906, Gaborone, Botswana Tel +267 391 4311 Fax +267 318 4296 SOUTHERN AFRICAN REVIEW OF EDUCATION A journal of comparative education and history of education with EDUCATION WITH PRODUCTION The journal of the Foundation of Education with Production Volume 11, Number 1, March 2006 Notes from the Editor 3 ARTICLES 5 William AL Anangisye and Angeline M Barrett 5 Professional identity and misconduct: Perspectives of Tanzanian teachers Juliet Perumal 23 Student resistance to radical feminist ideologies Crain Soudien 41 Racial discourse in the Commission on Native Education (Eiselen Commission), 1949-1951: The making of a ‘Bantu’ identity GM Steyn and N Ncube 59 The effectiveness of the Zimbabwe School Examination Council in managing examinations in rural day secondary schools DEBATE AND DISCUSSION 75 Salim Vally 75 Resurgent comparative education in these exigent times RESEARCH NOTE 85 Hannah Kakembo, Najib Kezaala and James Kakooza 85 Provision of alternative basic education to out-of-school children for urban areas of Kampala, Uganda: The BEUPA case BOOK REVIEWS 97 Peter Kallaway on 97 Educational Reforms in Sub-Saharan Africa: Paradigm Lost? Seán Morrow on 99 Prophets and Profits: Managerialism and the Restructuring of Jewish Schools in South Africa WORLD COUNCIL OF COMPARATIVE EDUCATION SOCIETIES Next World Congress 40 SRAPS 2007 Announcement of the research and publication award 58 CONFERENCE ANNOUNCEMENT Investment Choices for Education in Africa 74 SACHES MEMBERSHIP SACHES membership form and information 96 NOTES TO CONTRIBUTORS Inside back cover 3 Notes from the Editor Welcome to volume 11 of SARE with EWP. at regional relationships or the history of This is the first issue produced by a new education in a regional context is also Editorial Collaborative. It is also the sixth encouraged. issue to be refereed. I am grateful to the out- In this issue, we include studies on going editor, Sheldon Weeks, and the Zimbabwe, Tanzania, South Africa-Bot- Botswana Editorial Collaborative, for sus- swana and Uganda. They include valuable taining the journal over a number of years, insights into issues that are of general ensuring its accreditation with the assis- concern to others in the region: the tance of Aslaam Fataar, and for continuing effectiveness of the Zimbabwe School Exam- to produce SARE eNews. Sheldon’s indefat- inations Council in managing examinations igable energy has been a source of inspir- in rural schools in Zimbabwe, the ation. We all wish him a speedy recovery relationship between teacher misconduct from his recent operation. and a sense of professional identity, student I also wish to thank the new Editorial resistance to radical feminist teachers and Collaborative for their assistance, Marion teaching in Botswanan and South African Boers for sub-editing the journal, improving university lecture halls, and an historical the layout and putting the journal to bed re-examination of the racial and cultural with minimum fuss, as well as all the discourses in the Eiselen Commission of readers who have been of assistance. South Africa in the 1950s. Our Research The Southern African Comparative and Note reports on an initiative in Uganda to History of Education Society (SACHES) and reach out-of-school children through non- this journal keep comparative and history of formal education, and our Debate and Dis- education alive in the region. There is, how- cussion section includes the keynote address ever, much that can be done to enhance the that Salim Vally gave at the 12th World field in the region. We would like to encou- Congress on Comparative Education in rage authors submitting single-country Havana, Cuba. The Conference was con- studies to situate them in comparative vened by the World Council of Comparative contexts and would like to promote articles Education Societies (WCCES) and the that enhance understanding of educational Association of Cuban Educators (APC). We issues in the region. But we would also like invite responses or continued debate on the to promote inclusion of articles that discuss points he raises in subsequent issues. the theoretical and methodological issues in Our Book Reviews section will grow in doing comparative and history of education subsequent issues and we intend to include in the region at present, cross-national com- a List of New Books as well. parisons as well as research that reflects on We look forward to a Special Issue on educational matters of common concern Comparative and History of Education in from a broader, comparative and/or regional the region as our next issue and to your con- perspective. Historical research that looks tinued support. Linda Chisholm 4 Professional identity and misconduct: Perspectives of Tanzanian teachers William AL Anangisye and Angeline M Barrett University of Edinburgh and University of Bristol Abstract Teacher misconduct and unprofessionalism, together with corruption amongst educational administrators, threaten to undermine current initiatives to improve educational quality in many low-income countries, including most of sub-Saharan Africa. In this paper it is argued that strategies to raise ethical standards need to be based on an understanding of the positive professional models to which educators aspire. Research conducted in Tanzania elicited the views of teachers and other educationalists on misconduct and primary school teachers’ constructs of their professional identity. Similarities exist between Tanzanian teachers’ understandings of their professionalism and those found amongst teachers in other parts of Africa. Prevalent forms of misconduct were found to transgress four orienting themes of the Tanzanian teacher identity landscape. On the basis of these findings, we suggest ways forward for tackling teacher misconduct and recommend the research approach taken for application in other contexts. Introduction and bullying, irrespective of his attested knowledge and skill as a teacher in some Professional misconduct is as old as the pro- more technical sense, they may well have fessions themselves (for a historical look at grave reservations about placing their professionalism and misconduct see Lieb- child in his care (Carr 1993: 195). erman 1956: 419; Kaneko 1999) and no pro- Whilst parents and organizations advo- fession is immune from the problem. How- cating children’s rights may worry about the ever, unethical practice tends to be most effects of teacher misconduct on students’ common and most extreme in conditions of welfare, internationally, the planners and economic scarcity (Bennett 2001; Hallak and sponsors of education focus on the impact that unethical behaviour has on access and Poisson 2005: 2). When it comes to teachers, quality. This has prompted UNESCO’s ethical conduct is considered important be- International Institute for Educational cause of their responsibilities in relation to Planning (IIEP) to embark on a programme the care and development of young people of research into corruption in education and children: If parents in search of a good education for (Hallak and Poisson 2005). Previous re- their child discover that the best avail- search in this area has tended to be small- able in terms of academic knowledge and scale and has traced the causes of teacher pedagogical skills is a person who is known to be privately a liar and an adult- misconduct to low salaries and poor manage- erer as well as disloyal, shifty, sarcastic ment practices (e.g. Davies 1992; Hedges 6 Anangisye and Barrett 2002; Voluntary Service Overseas (VSO) themselves hold and that these depend on 2002). Unethical behaviour has also been country context (Broadfoot et al. 1993; Jes- related to the occupational culture of the sop and Penny 1998). In this paper, we argue teaching force, variously described as char- that in a similar way initiatives to improve acterized by patriarchal attitudes (Davies the ethical conduct of teachers need to be 1993), resignation in the face of systemic informed by a qualitative understanding of ineffectiveness (Harber and Davies
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