Teacher unions’ participation in policy making: a South African case study
Teacher unions’ participation in policy making: a South African case study
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教师工会参与政策制定：南非案例研究
DOI：
10.1080/03057925.2013.841467
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
L. Govender
中科院分区：
文献类型：
--
作者：
L. Govender
本文认为，在南非政治转型期间，教师工会参与政策制定的特点是主张意识形态认同（工会主义和专业主义），并培养政策网络和联盟。有人认为，从历史上看，尽管教师工会在政治和意识形态方面存在分歧，但它们在争夺政策领域的影响力方面表现出了灵活性。在这方面，教师工会的代理机构起着重要作用，并反映在组织战略的变化中，以确保其独立性或防止边缘化。这篇文章强调了国家对教师工会的合作的威胁，并建议建立一个基于“专业工会主义”的管理教师工会与国家关系的框架，可能有助于更有效地提供教育服务。在认识到南非情况的特殊性的同时，还与世界其他地方教师工会的经验进行了比较。
This article contends that teacher unions’ participation in policy making during South Africa’s political transition was characterised by assertion of ideological identity (unionism and professionalism) and the cultivation of policy networks and alliances. It is argued that, historically, while teacher unions were divided along political and ideological lines, they have demonstrated flexibility in contesting for influence in the policy arena. In this regard, teacher unions’ agency plays an important part and is reflected in changes in organisational strategies to ensure their independence or prevent marginalisation. The article highlights the threat of state co-optation for teacher unions and suggests that a framework for managing teacher union–state relations based on ‘professional unionism’ could potentially contribute to more effective education service provision. Comparisons with teacher unions’ experiences elsewhere in the world are also made, while recognising the specificity of the South African situation.