Imagined power and abuse of administrative power in education in South Africa

Abstract

In this article we use the concept ‘‘imagined power’’, first used in the field of education law in South Africa by Hattingh J in the Suid-Afrikaanse Onderwysersunie case,to facilitate a discussion of the abuse of administrative power by educational authorities. We briefly define the rule of law, and the location of legislative and administrative power in education in terms of the South African constitution and other law. We then analyse a few seminal cases relating to the location and exercise of power, before turning our attention to possible constitutional and legal remedies of problems and some conclusions. The cases in the field of education have been selected to highlight power issues relating to the appointment of educators and the powers of school governing bodies in connection with such appointment, as well as financial accountability and the disciplining of learners or students. In order to save space we omitted certain cases that could have been selected for scrutiny. AFRIKAANS: In hierdie artikel gebruik ons die begrip ‘‘gewaande mag’’ wat deur regter Hattingh in Suid-Afrikaanse Onderwysersunie benut is om die optrede van amptenare van die Vrystaatse onderwysdepartement te karakteriseer in ’n bespreking van die misbruik van administratiewe gesag deur Suid-Afrikaanse onderwysowerhede. Ons bespreek kortliks die plasing van wetgewende en uitvoerende gesag in die Suid-Afrikaanse onderwysstelsel en bespreek daarna ’n keur van sake oor die lokalisering en uitoefening van gesag rakende die bevoegdhede van skoolbeheerliggame, finansiële verantwoordingspligtigheid en leerderdissipline. Ten slotte bespreek ons kortliks moontlike implikasies van die uitoefening van gewaande mag en moontlike remedies daarvoor.