Introduction

The democratic state was determined to transform South African society and to deal decisively with the problems bequeathed to it by apartheid. A great deal of the writing about educational reform in the period after 1994 is characterised by a weak theorisation of the state, even where it is obvious that such a theorisation is intrinsic to the analysis being presented. An analysis of the processes of educational and social reform must, however, examine the question of the state’s ‘embedded autonomy’, its relationship to the countervailing forces that impact on its role, and its orientation to direct and indirect local and international interests. The research presented relates empirical observations and analysis to a broader theorisation about both educational policies and their implementation. The political and social transition presently taking place in South Africa raises important issues for social research. The chapter also presents an overview on the key concepts discussed in this book.