Abstract
The aim of this study is to explore the development of democracy in the Foundation Phase. Foundation Phase is the first phase of the General Education and Training Band (GET) which comprises Grades R, 1, 2 and 3 (DoE, 2003: 19). According to DoE (2003: 19), this phase focuses on the primary skills, knowledge and values which “la[y the foundation for learners’ further learning”. According to the National Education Policy Act (Act No. 27 of 1996), these learners are between 5 and 10 years of age (DoE, 2003: 19).
This study explores the development of democracy, focusing on teachers’ understanding of democracy in terms of ‘deliberative democracy’, and attempts to determine the extent to which they practice this understanding in the classroom. Deliberative democracy is understood in terms of knowledge, values, virtues and skills. This study was undertaken twenty years after the advent of democracy in South Africa, which brought about many changes to the education system of the country. These included major curriculum changes by the Department of Education that emphasised the development of essential values, virtues and skills necessary for democracy, which in turn led to the research question that underpins this study.
Different conceptions of democracy are clarified in this research to provide a better understanding of the concept of deliberative democracy. From the literature study, the researcher identifies essential elements of deliberative democracy in relation to the values, virtues and skills that need to be developed in the Foundation Phase. Deliberative democracy is contrasted with liberal or representative democracy and communicative democracy. This study argues that the future citizens of South Africa are more likely to embrace democratic values, virtues and skills in their daily lives if they are developed early in the Foundation Phase.
The research strategy for this study is grounded within an interpretive research paradigm using qualitative research methods, in order to explore what the participants understand about the concept of democracy and how they make sense of this concept in their practices in the classroom. The qualitative study employed focus group interviews and observations as data collection methods. The research sample was drawn from two primary schools and consisted of teachers who teach in the Foundation Phase.
M.Ed.