Post-apartheid education resistance in black secondary schools in the Goldfield

Abstract

The main aim of this study is to establish why there is continued education resistance in Black secondary schools in post apartheid education. Teachers and learners are still participating in marches which undermine the culture of teaching and learning in these schools. The study firstly focuses on the background to educational resistance as it developed during the National Party rule during the period 1948 - 1994. The Apartheid ideology is analysed to determine the influence this had on education policy, legislation and resistance in general. The segregationist-based education system propounded by the National Party is accounted for in detail and the contribution of the Bantu Education Act towards resistance is highlighted through a literature study and qualitative research. Reasons for the continued resistance in post Apartheid schools are found to be the slow pace at which issues such as funding, free and compulsory education, teacher shortages, teacher salaries and qualifications develop. The shortage of classrooms, textbooks, gender equality are also discussed as factors contributing to resistance. It is found that the service delivered to schools by the Education Department is inadequate. The control of education is top-down and management not transparent. The newly instituted Department of Education is furthermore found to perpetuate the previous regime's control and Administration. Thorough evaluation of service deliVF~ry by the Department is recommended and a goal directed management guided by a consultative democratic approach, is suggested. Practical changes should be eminent in schools to eradicate the perception of apartheid education being perpetuated.