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Post-1994 South African Education

Post-1994 South African Education The formal end of apartheid was greeted with optimism and expectations. A new Government of National Unity with Nelson Mandela at its head signaled a new just and democratic social order, including social justice in and through education. Twenty years later, formally desegregated yet class-based educational institutions, continuing disparities and inequities, and poor academic achievement are key features of the contemporary educational order. This article considers how far South Africa has come since 1994 in realizing laudable constitutional and policy goals, especially equity, quality, and social justice in education. It argues, however, that, as a consequence of policy, the doors of learning remain firmly shut to the majority of South Africans. Some key strategies to advance social justice are identified. A failure to act now and with urgency to reform South Africa’s educational approach betrays constitutional ideals and leaves intact the systemic crisis of education that especially affects South Africa’s historically disadvantaged and marginalized peoples. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The ANNALS of the American Academy of Political and Social Science SAGE

Post-1994 South African Education

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References (40)

Publisher
SAGE
Copyright
© 2014 by The American Academy of Political and Social Science
ISSN
0002-7162
eISSN
1552-3349
DOI
10.1177/0002716213511188
Publisher site
See Article on Publisher Site

Abstract

The formal end of apartheid was greeted with optimism and expectations. A new Government of National Unity with Nelson Mandela at its head signaled a new just and democratic social order, including social justice in and through education. Twenty years later, formally desegregated yet class-based educational institutions, continuing disparities and inequities, and poor academic achievement are key features of the contemporary educational order. This article considers how far South Africa has come since 1994 in realizing laudable constitutional and policy goals, especially equity, quality, and social justice in education. It argues, however, that, as a consequence of policy, the doors of learning remain firmly shut to the majority of South Africans. Some key strategies to advance social justice are identified. A failure to act now and with urgency to reform South Africa’s educational approach betrays constitutional ideals and leaves intact the systemic crisis of education that especially affects South Africa’s historically disadvantaged and marginalized peoples.

Journal

The ANNALS of the American Academy of Political and Social Science – SAGE

Published: Mar 1, 2014

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