489
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Book Chapter: found
      Is Open Access
      Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa 

      “Understanding the TVET game” : A case study on maximising available opportunities for open educational practices within the broader TVET field in South Africa

      African Minds

      Read this book at

      Buy book Bookmark
          There is no author summary for this book yet. Authors can add summaries to their books on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          This case study examines the management practices of False Bay College (FBC), a TVET college deemed ‘successful’ by the Department of Higher Education and Training (DHET), asking what local practices support this success. However, rather than seeking a-contextualised ‘best practice’ to transfer to other colleges, the case study takes a relational Bourdieusian approach as a language of description, analysing decision-making in relation to the broader contours of power and structure. In doing so, I seek to locate ‘strategy’ back into a dynamic conversation with context. Bourdieu’s framework offers a rich conceptual apparatus for considering not just False Bay, but the state of relations in the broader TVET field and how vocational education is positioned against both basic education and broader political economic forces. In considering the ‘logic of practice’ underpinning FBC’s institutional organisingand decision-making, the chapter asks how these broader practices support both ‘open learning’ as a policy imperative from DHET, as well as broader social justice concerns (cf. Nancy Fraser’s approach, the overarching framework for the Cases of Open Learning, of which this study is one). The case study’s findings suggest that institutional arrangements and activities are not specific to open learning, but aregeneric features of leadership and decision-making practice that strategise within the prevailing TVET field and its policy and resource constraints. That these practices are historically and contextually specific suggests that there is no ‘silver bullet’ to learn from FBC that would transfer to other TVET colleges without significant change in the broader educational field in South Africa.

          Related collections

          Author and book information

          Book Chapter
          31 March 2022
          : 241-268
          10.47622/9781928502425_11
          0b638736-b2fd-4e69-bd32-7923f0dde95b
          Copyright @ 2022

          Published under Creative Commons Attribution 4.0 International ( CC BY 4.0). Users are allowed to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material for any purpose, even commercially), as long as the authors and the publisher are explicitly identified and properly acknowledged as the original source.

          History

          The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
          The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

          Comments

          Comment on this book

          Book chapters

          Similar content71