1887

n Acta Academica - The Bill of Rights : implications for South African schools ten years into democracy

Volume 37, Issue 2
  • ISSN : 0587-2405

Abstract

<b>Die Handves van Menseregte : implikasies vir Suid-Afrikaanse skole na tien jaar van demokrasie</b> <br>Regsverslae voor 1993 dui daarop dat skoolbevoegdhede, <I>de jure</I>, nie onbeperk was nie. Skole wat in gebreke gebly het om te voldoen aan die neergelegde prosedures het hulself dikwels midde in regsgedinge en hofuitsprake bevind en uitsprake is dikwels teen sulke skole gelewer. Die toepassing van die Handves van Menseregte, met 'n oorgang vanaf parlementêre soewereiniteit na konstitusionele demokrasie in 1996, het dit noodsaaklik gemaak vir Suid-Afrikaners om hierdie fundamentele verandering te begryp en te aanvaar aangesien die implikasies hiervan hulself in 'n verskeidenheid situasies, insluitende die skoolomgewing, openbaar. Ten spyte van tien jaar van demokrasie blyk daar steeds 'n gebrek aan begrip te wees rakende die Handves van Menseregte in die konteks van Suid-Afrikaanse skole. Die toepassing van die Handves van Menseregte, teenstrydige regsaansprake en die konflik tussen die Grondwet en die meerderheidsiening is steeds sake wat probleme meebring.

Law reports prior to 1993 indicate that, de jure, school powers were not unlimited. The failure of schools to follow established procedures would result in occasional legal challenges and judgements against such schools. The imposition of the Bill of Rights in 1996, with its shift from parliamentary sovereignty to a constitutional democracy, made it crucial for South Africans to comprehend and accept this fundamental change, whose implications are currently playing themselves out in a variety of situations, including schools. Despite ten years of democracy there appears to be considerable lack of understanding of the Bill of Rights in the context of South African schools. The Bill's application, conflicts among various rights, and differences between the constitution and majority views remain problematic issues.

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/content/academ/37/2/EJC15320
2005-08-01
2019-11-19

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