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of aurjer*-oppressed group within the working class, thvt Is no ultiaate Justification for ecaan - wording class or otherwise - to organise separately, axcspt insofar as it is a aora practical say for organisers to pet at thee. Tha artlcls doas not go this far, and rightly classifies such an attitude as 'expedient'; but having tantatlvaly accaptsd that separate woeen*a organisations havo soaa role, it doas not explore tha alternatives. Tha authors say *e faal that to esauee that ssparata soaen*e political organisations hava tha capacity by. thaasalvas to deal alth all tha issuas faced by aoaan la to aaka a nuabar of sarious aletafcee. Cartalnly: but what are tha Issuas and objectives that can, and parhaps aust, be dealt with by saparata spawn's organisations. ihet is aesnt by tha claia that eoaen'a organisations 'can only ba affactlva if thay exist within tha context of tha organisation of aoaan, and of aan and aoaan, at different lev*l3'(eIP 21:21-??)? *het level*? Are tha organlsatlona "of aoaan* saan as social bodlas aaallorating tha condition of tha aoaan aantionad in tha intervieea, or supplanting tha aarvloas provided by atofcvels, or woaan's wings of political and labour organisations, or any of thoaa depending on a particular group's naana? What is tha rola of non aorfcing class aoaan, aaaajl with aora options of t lac and participation in thasa issuas? Ay lapllcatlon tha articla anaaars its Questions as to why aorfcing class aoaan and aoaan's organisations hava baan alaost solaly issua-rasponslvw in tha past: tha Intarvisws show why thasa aoaan would raact defensively to furthar erosions of alraady tanuous positions, and raapond to aobilisatlon around issuas such as pass laws, rant lncroanas, etc. But thay hava not tha tlaa nor tha option to lnvolva thaa salvas in on-going long twra organisation. This ralsas tha problee* of organisablllty on a long tara basis of *tha aost opprassad of tha oppressed* - thoaa aho llva on tha bars bonas of survival. Soaa alnlaua of tlaa and fraadoa la nawdad to partioipata socially and politically. The description of participation in stofcvals and church groups shows that a tiny option of social participation aust ba usad in organisations that halp tha aoaan and thair faalllas in tha daily battle to survive. Cartalnly such aoaan would benefit froa health and child cars pi'OQiuawioa. But how far would thay be abla to participate on an ongoing basis? Prugiajaasj alaed at this category of woaan would naad to hava aa a ahort tara goal tha provision of options, particularly soaa -ability and soars tlaa, which opan tha possibility of a broader social lnvolvaaant. fhia aay sail ba resisted by tha heeds of aorfcing class faedliee, as wall as eaployers, but long tara involvaasnt and participation by substantial members of worfcing class aoaan in organisation seeas pretty wall laposalbla if this cannot ba done. Susan Brown TEACHERS IN SA DCTntPUCTIW EDUCATIONAL change is part of the broader subject of social change. Social change, as aany students and teachers have coae to realise through the 1976 and 1980 school uprisings, is a highly coaplax and little understood ohenoeenon* In thia paper the aajor political and social page 20 questions are acknowledged as being of central laport- ance in a discussion of teachers' strategies. The importance of the devalopaant of a theoretical fraae- worfc which guides and relates educational strategies to tha broader social change strategies la also seen as vital. Teachers in tha aadiua tara will naad to link into and coordinate their efforta with other bodies on a national scale if the society Is to be trensforead. However, in this paper the concern la with tha *here and noe'. ahat steps can teachers take in the short-tsra? POSSIBLE APPWQAOCS: Theoretical Dleenslons PEOPLE'S actions are believed to be directly related to their understandings of their situations. It is for this reason that educational lata like Frelre, Bowles end Olntis, Gelpl, etc, believe that tha teachers' understanding of their situation Is so iaportant. Each parson operates froa a theoretical frwawwortc. It is, therefore, iaportant that teacher* bacoaa aora salf-conscioua in their teaching, of their own Ideologies. Teachers naad to be clear about tha lapliclt or explicit values thay are conveying to pupils. Self- awareness or sal f-consc iouansas la an iaportant aspect of teachere' personal davalqceint which will influence their ability to understand and Manipulate thair anvironaant. For exaaple, by analysing the classrooa and school situation with a variety of
Q ' analytical tools*( like role theory, class analysis, mnd personality theory (when and where appropriate), K M of the external forcss end the personal motives csn be port clearly understood and sctsd upon. Another theoretlcel dimeneion is the need for tsschsrs to hsvs s brooder under* tan3I**g of education. Ths educational prablss) Is sbovs all • political problem and, therefore, aducatlonal stratagias naad to start out from an analysis of social and political forces, lhat happans in a clessrooe can aithar raflact the status quo In ths broadar society, or It can analyse th« aoclaty critically and attempt to construct alternative reletionships. Tha latter approach would laad into an analysis of issues Uke poaar relationships, control end authority. Practical Olaenslon IN order that taachara can -or* toaarda a greater eelf-eonecioueneas of their oen actions in the school end classroom, and in order to develop e broader perapectlve on educational problems, three approaches • ill be mentioned briefly, Tha reason for the choice of these approaches is releted to the belief that taachara in South Africa need to play a critical and dynamic role in the schools end coamunlty. 1. heesarch ceientetioni Many writers believe that change in schools eill only occur ahan teachers bacoaa asare of the school •nil hoe it function*. It la acknowledged by writers that acadaalc aducatlonal researchers have got e role to play but in tha end aducetionel change dapende on the understanding and the actions of taachara. Taachara, as was inferred above, therefore naad to acquire enelyticel skills and ahat could be celled e research orlentetlon. Ideally, for a school to develop this Idea affectively tha principal and/or leading taachara ahould be actively involved. To develop tha Idee of e taacher*r• • sercher and to encourage e 'research 1 climate will be difficult under aost circumstances. However, if a teacher or e group of teachers eanta to begin to teet tha idea, perhaps a eeall ad hoc resaeroh group could be fonaed. This group, by drawing on their own resources or external help. could decide on approaches to classroom reeeerch ahlch, preferably, would lnvolvw atudants as well. 2. Study of innovatiom The study of failed innovations can help to develop a deeper underetandlng of aducatlonal and social change. For example, in the event of an SBC having been created which than fails to attain lta goals, a careful analysis of the 'failure* by those involved and by others, can reveal the 11*1 te to change in a particular situation. This information can than be used to guide the implementation of futura change strategies. In the South African situation, ahere changee have occurred at certain times, the need for taachara and pupils to become reflexive and to enelyeo whet hea happened weens to be e crucial task. Other axaaplea Of innovations nay be the more active participation of pupils in the cleesroow, change In curricula content, or change in teaching stylas. Thaaa could possibly provide tha aaterlel from which puplla end teachere could constructively ieam. 3. Supportive action: Teachers are in general in a confrontation poeltion where the contradictiona Inherent In their roles can and do create atresa. In South Africa the teachers* poeltion is extreme and teachers' reactions to various situations heve ranged from bitterness, anxiety, exhaustion, to wxcitament, 'Survival' teaching la a common response. Many writers believe that teachers require extensive support and thet they also need help In order to be able to transcend the eituetion. One writer proposes a counselling aodel which may be one way of helping teachers transcend their circumstances. He believes that trenecending the situation aaens that e stete of sufficiently Internal ised principles of 'good' practice neede to be achieved. Thia could help taachara cope with uncertainty or anxiety generated by change. In South Africa tha uaa of e Counselling* •oaejl «hlch involves Individual, group, or peer counselling mey have some relevance. It could be used to help teachers locate themselves more accurately in the aoclaty. Perhape it could facilitate the development of a aelf and aoclal ewerenesa which hea bean mentioned ea neceeeary if they are to play a dynamic and creative role. In addition it may help identify the problems for which action etretaglee naad to be developed which could relets to specific training needs. The acquisition of counselling akilla amongst teachers could havs advantagss both in the claaarooa and In tha staffroom. Tha three atrstegles, ie the development of the •twacner-rwswerther:t the collective analysis of innovations, and the engagement in aupportlva action, ell link in with the development of theoretical undarttandinge. They ere concerned with taachara' present socisl reelity and have bean proposed as possible starting points for tha analysis and tha development of the teacher*! role. There are several other strategies which could heve bean put forward. However, the main purpose hae bean to try and demonstrate that even in a repressive system there aay be eoms degree of autonomy for educational action. Short, Medlua or Long-Term Strategies XT la accepted thet action strategies should be related to a broadar conceptual framewortt. It is also accepted that the consciousness of the people ehioh la developed In the 'transitional atagee 1 should be congruent with a long-tern vision of e future soclsty. Long-tens strategies will focus upon feoturee of an aducetionel eystem which would cherecteriee a •hoped for' social and political dispensation. However, the likelihood of e coherent, acceptable political framewortc emerging ahlch le adopted by the majority of people in South Africa, and which can provide the basis for teachere* 'hare end now' stratagias, seema remote. It la, therefore, proposed that in order for teachers to develop their roles in a way which both helps them to cope with the current situetion, and which conetructively contribute* to the long-term transformation of tha society, some basic critarle for action naad to be agreed. Siitie idaee ere tentatively offered as examplae of possible working criteria. 1. There Is no blueprint for transforming education and aoclaty. Ae has bean stressed already.
Page 1 and 2: nr mm 1982 !'V V \ 1 i • » * s
Page 3 and 4: » DETENTIONS: Rabie Reports JUBT t
Page 5 and 6: dominate In South Africa. In these
Page 7 and 8: Ma+i-lightwd soee of the IMUN invol
Page 9 and 10: Baper* (LK8), beceuoe of *ta anti-u
Page 11 and 12: [DETENTIONS: Investigating Inquests
Page 13 and 14: peg* 11 officially performed post-m
Page 15 and 16: page 13 unless Inflicted beforw daa
Page 17 and 18: I 0-B« 15 INTRODUCTION TO POLITICA
Page 19 and 20: pega 17 oppressed BOTH by capital a
Page 21: I suthors' contention thmt it il ox
Page 25 and 26: page 2& •officiant nuebers of the
Page 27 and 28: gar. rgthnicjty: the ordinary peopl
Page 29 and 30: particularly •egaa, end hence wor
Page 31 and 32: £o natch 'their transport to gat h
Page 33 and 34: &C..31 to work in protest against t
Page 35 and 36: [fmgn 33 mturn to th«lr homes In t
Page 37 and 38: paga 36 - _ ' Fane Qeorge dibhole,
Page 39 and 40: peg* T/ appellant c la lea overrule
Page 41 and 42: 'ruling •tunic group'» or eo*eti
Page 43 and 44: in the 1960s extended the process o
Page 45 and 46: and othar claaa forces, began to cr
Page 47 and 48: movement (In collaboration with the
Page 49 and 50: 1939, but aoaa aaabars of the Natio
Page 51 and 52: An Important caveat needs to be wdi
Page 53 and 54: end Vorster by implication. Althoug
Page 55 and 56: of thit Cape party organisation and
Page 57 and 58: ^ — :—: __. * party, In «n ett

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