Equity and excellence: the emergence, consolidation and internalization of education development at the University of Natal

Education development in South Africa emerged during the transition from apartheid to democracy, in a context especially marked by political and financial pressures. This case study of the University of Natal (now the University of KwaZulu-Natal) demonstrates how a strategy combining equity with exc...

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Published inStudies in higher education (Dorchester-on-Thames) Vol. 34; no. 1; pp. 101 - 114
Main Authors Odendaal, Marie, Deacon, Roger
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.02.2009
Taylor & Francis Ltd
Subjects
Academic standards
Access to Education
Case Studies
Change Strategies
Colleges & universities
Democratic Values
Disadvantaged
Educational administration
Educational Change
Educational Development
Educational Improvement
Educational Quality
Equal Education
Excellence
Foreign Countries
Governance
Higher education
Pedagogy
Post-apartheid society
Social Change
Social Integration
South Africa
Universities
South Africa
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Summary:Education development in South Africa emerged during the transition from apartheid to democracy, in a context especially marked by political and financial pressures. This case study of the University of Natal (now the University of KwaZulu-Natal) demonstrates how a strategy combining equity with excellence aimed to facilitate increased access to the institution, while maintaining existing standards. Central to this was the creation of a new academic subject, the 'disadvantaged student' from an 'underdeveloped' background, which provided a justification for an all-encompassing institutional transformation, involving an intensification of institutional governance, a rapidly changing student profile, and power struggles between lecturers and tutors. After having bolstered its scientific credentials, education development was internalized by the institution which it had helped to transform, and is now an integral part of its merged successor.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
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ISSN:0307-5079
1470-174X
DOI:10.1080/03075070802602026