|dc.description.abstract||This study examines the concept of ideology and then surveys the relationship
between ideology and education. Particular forces that help to shape ideologies
which affect education are indicated. The focus then moves to an investigation of
the influence of ideology on visible elements of the educational system: leadership,
structure and process.
It is contended that ideology as a world-view, based on prescriptive group beliefs
and assumptions which are rationalized in terms of ontology, axiology and
epistemology, is translated into action within social apparatuses, such as schools. It
is argued that ideology does have a disguising motive in that through its slogans
and rhetoric it attempts a justification of itself. In essence it deals with issues of
power and control.
These contentions are examined through a detailed analysis of the concept and
function of ideology to determine its locus of inference and definition to be used in
this work. Ideology is then considered from the perspective of its relationship with
education. The concept of leadership and concepts of organizational models, such
as bureaucracy, are examined in general terms and then in relation to ideology,
with the major focus on the influence of ideology on educational leadership,
structure and process. These elements are shown to be important and visible reflections
of an ideology in action. There is shown to be a strong degree of congruence
between theoretical ideology and ideology in action.
From an international survey, the focus of the study moves to South Africa. The
historical milieu which has helped to create the ideology of Afrikaner Nationalism,
based on twin pillars of domination and segregation, is reviewed before this
'dominant' ideology is analysed in relation to education and the visible elements of
educational leadership, structure and process. It is contended that this complex
ideology has been associated with issues of power and control and has caused
widespread harm through its translation of belief into action in terms of social
engineering. Its ontology, axiology and epistemology are questioned.
In contrast, a liberal-humanistic type of ideology is analysed in action in white
English medium schools. It is shown how this 'dominated' ideology has withstood
Afrikaner hegemony in many essentials.
Although it is postulated that in South African black education, no institutionalized ideology can be investigated, a theoretical or aspiring ideology which has
considerable black support, that of People's Education, is reviewed.
Finally, it is contended that ideologies need to be analysed and differences in
beliefs and assumptions, even the use of slogans, to be acknowledged before
negotiations can produce any acceptable synthesis for South African education. It
is argued that new styles of leadership, new structures and new processes are
needed before the State President's 'democratic goal' can even begin to be realised.
Directions for a future educational system are stated.||en