Constructed educational inequality, philanthropy, and power relations in educational public–private partnerships in South Africa

Bibliographic Data

ID12928836
AuthorsThandi Gamedze (0000-0002-5326-0725), Greg Ruiters (0000-0003-4355-3759, corresponding author)
Year2023
Volume16
Issue3
Pages314-327
Publication date2023-11-28
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePower and Education (JOURNAL)
Journal identifiersISSN: 1757-7438 • E-ISSN: 1757-7438
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/17577438231218374
OpenAlexW4389149441
LanguageEN
Citations received1
References cited12

There is a robust debate about innovative ways to improve educational outcomes and governance in public schools located in the poorest townships in South Africa. This article looks at one recent innovation, a new model for providing basic education called ‘collaboration schools’, based on the British academy schools. We seek to understand what these partnerships between philanthropists, government, and parents entail, the specific problems the partners seek to address, the key actors involved, and the power relations that have emerged. Based on interviews with key local actors and a close reading of partnership agreements, the authors argue that although well-intentioned, the experts taking over schools have faced considerable resistance as well as deep structural challenges related to the social and economic decline in black townships. We also point to policy weaknesses linked to unsettled issues of class inequalities and apartheid spatial legacies

Corporate governance · Economic growth · Economics · General partnership · Government (linguistics · Inequality · Management · Political science · Power (physics · Public relations · Resistance (ecology · Sociology · Diverse Education Studies and Reforms · Parental Involvement in Education · Public Administration · School Choice and Performance

Tools

Open DOIOpen Access