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Apartheid and the Socio-Political Context of Education in South Africa: A Narrative Account by Mark Constas — 1997Historically, education in South Africa formed an important part of the government’s
plan to develop a racially segregated society. While there is a significant amount
of research that describes the widespread problems of schooling in South Africa, there
are few reports about the subjective qualities of education. The primary purpose of
the present article is to provide a more personalized account of what it has meant to
be educated as a student and to work as a teacher under the conditions of apartheid.
In order to accomplish this objective, a life history approach was combined with an
archival review to construct a narrative account of selected aspects of the education
provided for black South Africans. Because of the long-standing political oppression
of South Africa’s black population, it was considered important to develop such a
record by listening to the voices of individuals who, as students, endured poor educational
conditions only to find themselves, as teachers, practicing under circumstances
that were largely unchanged. Within the life-history approach, interview
data were obtained from two teachers, who attended schools and began their respective
teaching careers during different periods of South Africa’s sociopolitical history.
In order to contextualize the findings, the participants?experiences were considered
in relation to selected elements of the legislative and political history of South Africa.
The empirical result of the research is an historical description of education in South
Africa, illustrated by the personal stories and professional experiences of two practicing
teachers. The article concludes by considering the way in which selected theories
of oppression and resistance explain or fail to explain the experiences of the two
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- Mark Constas
University of Hong Kong
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