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ERIC Number: EJ1233467
Record Type: Journal
Publication Date: 2019-Sep
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0256-0100
Learners and Educators as Agents of Social Transformation in Dysfunctional South African Schools
Moloi, Kholeka
South African Journal of Education, v39 suppl 1 Article 1800 Sep 2019
The problem addressed in this theoretical paper is that of learners and educators as agents of social transformation in dysfunctional schools of South Africa. While 80% of South African schools are said to be dysfunctional, learners and educators in these schools can be activated to challenge and actively struggle against any form of social oppression that dehumanises and renders them failures. Educators can work in collaboration with learners to conscientize the latter so that they are able to question different forms of inequalities and discrimination implicit in the curriculum offered at school, which excludes their cultural learning experiences. This paper argues that township and rural school educators and learners can become social agents for change if they are exposed to critical pedagogy which fosters emancipatory methods of teaching and learning. Consequently, structural factors surrounding the South African education system must be addressed if learner performance in dysfunctional schools is to improve.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A