Access to equitable education and deracialisation in post-apartheid South Africa

• In Event: Democratizing education in South Africa: Confronting legacies of apartheid

Proposal

Access to equitable education and deracialisation in post- apartheid South Africa

Abstract
Post-apartheid education inherited huge disparities, and thus current education policies such as the National Education Policy Act (NEPA) and South African Schools Act (SASA) were legislated to promote equity and uniformity. In post-apartheid South Africa, education faces the challenge of ensuring that “South Africans have the knowledge, values, skills, creativity and critical thinking required to build democracy, development, equity, cultural pride, and social justice” (Ministry of Education, 2000: 9). This involves the dismantling of structures that accommodated mass racial exclusion. With the dissolution of apartheid, learners have gained access to opportunities that were non-existent to them before, and historically advantaged schools that serviced white and Indian learners only were forced to open their doors to learners of all races, leading to racial integration. Vally and Zafar ( 2008) propose that the purpose of education is to socialise educators and learners into a culture based on democracy. Despite the inception of democracy, the quality of educational reform has not achieved its outcome of socialising educators and learners into a democratic culture. This paper explores the educators’ experiences regarding access to equitable education and deracialisation in post-apartheid South Africa. This paper draws on: (a) theoretical insights from retrospective and current curriculum policies; and (b) a case study conducted at a historically advantaged school in the Gauteng East District, in Johannesburg, South Africa. This study was conducted through the lens of critical theory. Critical theory provided a lens through which to establish whether the transition in educational policy has achieved the desired outcomes, which involve access to an equitable education for all members of society. Nesting itself within a qualitative research paradigm, qualitative data was elicited from the principal, institutional development and support officer (IDSO) and four educators who were purposively selected to participate in the study. A number of researchers (Denzin & Lincoln, 2005; Hancock & Algozzine, 2006; Merriam, 2002) suggest that a qualitative approach is suitable in studying socially constructed realities since it looks at understanding a particular phenomenon from the participants’ viewpoint within their social settings. Qualitative research therefore aims to understand the meanings that people attach to phenomena. In addition, qualitative research is ideal for “clarifying and understanding phenomena and situations when operative variables cannot be identified ahead of time; … determining the history of a situation; and building theory” (Merriam, 1995: 52). Semi-structured interviews were used to elicit data from the participants. This was supported by document analysis. This paper argues that despite the advancements made in education with policy reformation, inequities still prevail in schools. The educators in this study highlighted that previously disadvantaged learners still face barriers to accessing education. These findings resonate with Gilmour and Soudien (2009: 286), who claim that “schools have largely retained their apartheid era racial profiles as the result of a combination of factors. Firstly, admission and language policies work in the favour of historically advantaged learners. Secondly, quintile rankings also impede access as learners from previously disadvantaged communities migrate in the hope of a better future, but are unable to afford user fees. Thirdly, socio-economic challenges also keep learners out of school. Finally, it concludes that support by educational stakeholders and partners is necessary to achieve the goals outlined in NEPA such as the socialisation of learners into citizenship, the advancement of democracy and the full personal development of each student. This study is beneficial to me as a researcher, to policymakers, to district and departmental officials, to SGBs and to educators in general in understanding educators’ views on access to equitable education. In conclusion, post-apartheid educational reforms have not translated into equitable educational opportunities for all. This research has revealed that despite transformation aimed at providing an equitable education, South Africa still falls short, but with perseverance and commitment equitable education that advances deracialisation is achievable.

Authors

• Venie Perumalsamy, Student

• Juliet Christine Perumal, University of Johannesburg