Mannell, J. (2014). Conflicting Policy Narratives: Moving beyond Culture in Identifying Barriers to Gender Policy in South Africa. Critical Social Policy, 34, 454-474.
https://doi.org/10.1177/0261018314538794

has been cited by the following article:

• TITLE: The Perils of Outcomes-Based Education in Fostering South African Educational Transformation

  AUTHORS: Michèle J. Schmidt

  KEYWORDS: Curriculum, Outcomes-Based Education, South Africa, Postmodern Policy Analysis

  JOURNAL NAME: Open Journal of Political Science, Vol.7 No.3, July 7, 2017

  ABSTRACT: This chapter explored a South African education policy. Specifically the authorexamined outcomes-based learning and the implications of this borrowed curriculum in South African schools.The authorfocused on curriculum as aplatform for discussion of the unique approachthatthe South African government employed to modify their adoption of democracy and transformation. Unfortunately, many scholars reluctantly concede that South Africa’sambitious policy initiatives failed to provide social justice in schools.Educationis often the driving force in society: socially, economically, and politically. In particular, education can either liberate social ideologies or become a tool to reinforce stratification. With a political ideology of democracy emerging in South Africa, one would think that democratic educational structures would act to diminish race, class and gender inequalities; however, this has not been a pervasive result.