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ERIC Number: EJ1211647
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISSN: EISSN-1947-9417
Decoloniality and "Model C" Schools: Ethos, Language and the Protests of 2016
Christie, Pam; McKinney, Carolyn
Education as Change, v21 n3 Article 2332 2017
This article argues that theories of "decoloniality" provide valuable insights into the social relations of "Model C" schools that have been brought into visibility in particular ways by the wave of student protests during and after 2016. Our starting point is to provide a brief outline of the central arguments made by a particular strand of theorists who have developed the term "decoloniality." We then look briefly at the history of "Model C" schools, locating their formation in the compromises of the negotiated settlement that characterised South Africa's political transition in the 1990s. We look in particular at language policy and practices in these previously white schools and at the power relations of language in South Africa. In this account, we argue that "Model C" schools exemplify the entangled power matrix that characterises coloniality. "Model C" schools, we argue, provide a clear example of how deep historical inequalities persist well past the formal end of colonialism. Pressing this argument further, we outline some possible implications for changes in schooling that a decoloniality approach invites.
Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A