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Democratic Education Through the Eyes of the Poor: Appraising the Post-Apartheid Experience

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Democratic Education Through the Eyes of the Poor: Appraising the Post-Apartheid Experience Universal Journal of Educational Research 1(3): 191-199, 2013 http://www.hrpub.org DOI: 10.13189/ujer.2013.010308 Democratic Education through the Eyes of the Poor: Appraising the Post-Apartheid Experience Vuyisile Msila College of Education, University of South Africa, UNISA, ooo3, South Africa *Corresponding Author: [email protected] Copyright © 2013 Horizon Research Publishing All rights reserved. Abstract Arguably, one of the major achievements in the hard working mother is one of the working class mothers 1990s in South Africa was the final toppling of apartheid who are spending their last cents to make use of the government and the triumph of democracy over the unjust opportunity to bus their children to better resourced and and unequal past legislation. Since then schools are some of “more effective” schools outside the historically black the institutions that have infused democracy ideals into their African areas or townships. Democracy has accorded this policies, curriculum and other aspects of school life. The opportunity to many black African parents who want to post-apartheid education was formulated with direct links to exercise the choice of choosing schools outside the the Constitution of the Republic. “Education is the key townships. As the two girls stride forward, they soon split because it empowers us to exercise our democratic rights, into different directions at the crossroads; Sihle joins a line and shape our destiny, by giving us the tools to participate in of languid learners sauntering on the dusty road to Ndaba public life, to think critically, and to act responsibly” [1]. The High School1 and many other schools around the township, post-apartheid education policy proclaimed in 1997 also while Zola turns her back to her cousin as she joins the bus declared that education and the curriculum in particular have queue of sprightly looking learners going to the city. The an important role to play in realizing the democratic aims of two will return home in the late afternoon, relating two the Constitution. Furthermore, the curriculum aimed to stories of vastly different experiences. Their daily develop the full potential of learners as citizens of a metaphorical split at the crossroads can be perceived as a democratic South Africa. The post-apartheid education in portentous break that will be significant in their futures after South Africa is based on noble values born out of the years of the completion of their high school careers. struggle. Education is perceived as a perfect tool to realize Apartheid failed to address the challenges of difference the ideals of democracy because it would lead people to be among schools. Motala and Pampallis [2] contend that critical citizens, hence they would play a pivotal role in the learners under the apartheid education system were faced transformation of society. Yet, there are paradoxes in a with inequality regarding access to education with poor democratic society and this article explores some of them. provision of resources for most learners. However, recently, Fleisch [3] argues that South Africa has two Keywords Poverty, Equal Education, Values, education systems, the first has better resources in former Opportunities, Education Policy, Class white schools with better performing learners. The second one is comprised of poorly resourced schools, mostly in historically black African schools. Christie [4] also highlights the need to recognize the differences between 1. Introduction: Living the Past? poor and affluent schools. Furthermore, she states that schools in poor and disadvantaged communities are seldom Clad in their school uniforms Sihle and Zola emerge well resourced as schools in wealthier areas. Davies [5] from the Ramaphosa informal settlement in Port Elizabeth posits that there is much research which suggests that, years on their way to school. The two girls are 13 and 14 years after democratic rule in South Africa, there are still huge old respectively and they live in the same shack with their gaps between the rich and the poor. “Certainly in 1994 there two mothers who are sisters. Zola will catch two busses were massive disparities in this regard, which meant then - before she reaches her school in Newton Park in the city. as it does now - that there were in the wider society some Sihle will walk 12 kilometers to her own (historically black) “haves” and numerous “have-nots”: there are various pieces African school in the township. Years after the dismantling of research dealing with the huge gaps existing at that time of the apartheid policy, historically black African schools 1 are still serving black African families only. Yet, Zola’s not the school’s real name 192 Democratic Education through the Eyes of the Poor: Appraising the Post-Apartheid Experience between the various population groups” [5]. explicates values such as democracy, social justice, equality, This article investigates the struggle for democratic non-racialism and non-sexism, ubuntu, the rule of law and education in South Africa as it reviews relevant literature respect in a way that suggests how the Constitution can be that explores how democracy in education serves the taught as part of the curriculum. It is also generally majority of (black) South Africans. After two decades of acknowledged that classroom management is critically freedom it is interesting to examine how issues such as affected by a number of issues when it comes to the class, socio-economic status and race impact on the black teaching of the curriculum: Africans’ education. The article explores a few of these aspects which include post-apartheid educational Questions and issues regarding pedagogy opportunities, Fanon’s view of post-independence politics, and curriculum intersect with the political, as well as Foucault and issues of power before the moral, economic and cultural domains of conclusion which links these to poverty in South Africa. society. Educational choices frequently respond to, and help reinforce, some set of values, priorities, and perspectives that have the effect of furthering some interests 2. Post-Apartheid Opportunities and the while hampering others. Teachers as a Poor: the Great Paradox? result confront several difficult, complex issues: What values should guide the Reimers [6] points out that education and poverty are establishment of some kind of classroom related in multiple ways. He asserts that the poverty of the climate? [8] households in which children are raised with low levels of nutrition, health and cultural capital causes children to have The post-apartheid curriculum embraced in South Africa low educational opportunities. “In turn, as the children of was conceptualized to (among others), result in nation the poor develop insufficient skills and knowledge to gain building. It is informed by the Constitution of the Republic access to high productivity jobs and to transfer cultural which makes up the “South African idea of molding a capital directly to their children, their low education levels people from diverse origins, cultural practices, languages ‘cause’ poverty to be reproduced between generations” [6]. into one, within a framework democratic in character, that Jenck [7] highlights the importance of identifying humane can absorb, accommodate and mediate conflicts and justice and socio-economic inequality as he stresses why adversarial interests without oppression and injustice” [1]. these are necessary in society today. Social scientists such Wood [9] contends that the curriculum should be structured as Giroux and Bourdieu would argue that capitalist societies to embrace the values of democratic life. Furthermore, tend to reproduce themselves when it comes to schools. Wood avers that these include the essential values of Learners encounter a system that has authoritarian teachers equality, liberty and community. The Report of the Working and subordinate working class children find themselves Group on Values [1] asserts that there are two primary ways having to subscribe to the dominant classes in society. in which the human rights culture can establish mutual The new human rights culture in South Africa wants to respect between teachers and learners; the first has to do address this status quo; poor black African learners crave with what is taught and the second has to do with how this for equal opportunities from the system. Many poor people, is taught. Arguably, the poor are beginning to experience though, will argue that the current system still that the system is failing them in a number of instances. The short-changes them. These learners are still trapped in survival in the society is usually for those who have power; under-resourced schools situated in poor neighborhoods those without power, such as the poor, usually feel deprived with teachers who are under-prepared. The human rights in a number of ways. Frantz Fanon has discussed these culture should address these situations to attain humane themes in his work. justice and effective democracy. Jenck [7] states that schools have an obligation to compensate poor children because their environments are by-products of the society’s 3. Deprivation and Power: Reading collective commitment to unequal socio-economic rewards. Fanon This presupposes that, if schools cannot neutralize these inequalities, then they are unjust and undemocratic. It was In his book, Black Skins, White Masks [10] Fanon for these reasons that the policy of post-apartheid education explicates the sense of dependency, helplessness and wanted to address the issue of democratic values. inadequacy that black Africans experience in a “white The post-apartheid education policy is intent on ensuring world”. Fanon, a qualified psychiatrist, uses psychoanalysis that South African education policy is based on fairness and to explain the black behaviour after the loss of culture. the democratic Constitution of the Republic. The Report of Amongst others, Fanon raises an argument that it is because the Working Group on Values in Education, for example, of language that people in former colonized states highlighted six qualities that the education system should experience marginalization, pathologization and servitude.
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