Curriculum transformations in South Africa: some discomforting truths on interminable poverty and inequalities in schools and society

Abstract

In this study, we argue that the different curriculum reforms South Africa embarked on have not really helped break the existing socio-economic inequalities. Precisely, the various reforms (e.g., C2005, NCS, and CAPS) initiated by the South African government have been proved to be a flop and uninspiring considering that schools have remained spaces where inequalities, violence, vandalism, harassment, stratification, and various crimes continue to exist. Outside the schooling spaces, unemployment, poverty, xenophobia, robbery, GBVs, and different forms of crime have characterized South African society. Many educational researchers have also argued that these issues could symbolize a broken education system that is guided by shoddy policies. Accordingly, we sought to establish key issues that confront South African educational system to explain how these reproduce the apartheid-era-like inequalities. In the main, we established that neoliberal-minimalist policies have significantly influenced socio-economic inequalities in South Africa. We also established that educational researchers have failed to identify neoliberalism as the root cause of South Africa's inequalities. To achieve our goals, we utilized document analysis to explain and understand how various policies, practices, and powerful individuals have influenced these injustices. Theoretically, these debates have been guided by Paul Freire's “Critical Pedagogy” and Bourdieu's “Social-cultural Capital” mainly for their ability to illuminate power relations, exclusions, and inequalities through Symbolic Violence and depravations.

The Fourth Industrial Revolution in South Africa’s basic education: a search for cogent curriculum justice

“…We thus argue that while 4IR could propel pleasure among the youth, it does not necessary translates into the highest good since such learners cannot rationally discern the good from the bad. And, the inclusion of neoliberal access criteria suggests that disadvantaged students did not count within 4IR educational contexts, hence reinforcing Symbolic Violence and curriculum injustices (Bourdieu, 1984;Chibambo, 2023;Ngobeni et al, 2023).…”

“…As Troxler (2013; 2) observes, Industry 3.0 is yet to happen in some poor countries, and such countries have not yet experienced cogent digital revolution. Unique to Industry 3.0 was the re-emergence of neoliberal movements such as Education for All (EFA), Education Reform Movement (ERM), Transformation into Digitally Supported Education (TDSE) and E-Learning for Society (EFS) among others all of which emphasized the use of e-Learning to support increased access to education as a human right (UNESCO, 2000;Selwyn, 2007;South, 2017; United States Office of Educational Technologies (USoET), 2017; Zozie, 2020;Chibambo, 2023;Ngobeni et al, 2023).…”

“…Education has been perceived as a public good and a right for everyone (see Apple, 2001;Moriaty, 2019;Chibambo, 2023;Ngobeni et al, 2023). What still remains unclear is whether 4IR can still help maintain education as a public good worth the salt.…”

Investigation into the Challenges Experienced by School Management Teams (SMTs) Post-Pandemic in Rural High Schools in the Mopani-West Education District

“…Poverty significantly impacts learners' academic success by restricting their access to crucial educational resources and opportunities (Ngobeni et al, 2023). Sibanda and Majola (2023) reported that in rural settings, where poverty rates surpass those in urban areas, learners frequently encounter inadequate school infrastructure and limited access to textbooks and technology.…”

“…The investigation into the challenges of SMTs in addressing poor academic performance in rural high schools within the Mopani-West District, Limpopo Province, South Africa, holds importance for several reasons (Dlomo et al, 2022). In a study conducted by Ngobeni et al (2023), it was discovered that socio-economic factors significantly impact academic performance, especially in rural areas. Limited resources, inadequate infrastructure, and a lack of community support were identified as critical factors that can greatly influence the SMT's ability to promote academic success (Sibanda & Majola, 2023).…”