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SAE3701 ASSIGNMENT 02 YEAR MODULE 2024
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SAE3701 ASSIGNMENT 02 YEAR MODULE 2024. ANSWERS AVAILABLE.
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FULL NAMES:STUDENT NUMBER:
MODULE CODE: SAE3701
MODULE NAME: SOUTH AFRICAN EDUCATION SYSTEM
ASSIGNMENT: 02 (2024)
YEAR MODULE 2024
, Moloi (2011) examines the influence of the Black consciousness philosophy
on both the teachers and learners at Bodibeng high school during the period
1940s – 1970s. Write an essay to respond to the question: Does politics still have an
influence on teachers and learners in the democratic era? (50)
In the aftermath of apartheid, the examination of historical influences on education
becomes imperative to understanding the current state of affairs in South Africa.
Tshepo Moloi's (2011) meticulous study on the influence of Black Consciousness
philosophy on teachers and learners at Bodibeng High School during the 1940s-
1970s offers a valuable historical perspective. This essay aims to delve into the
question of whether politics still wields influence over teachers and learners in the
democratic era by drawing on Moloi's insights and incorporating a range of additional
sources.
Moloi's exploration of the Black Consciousness philosophy's impact on education
during a tumultuous period serves as a foundational point for our analysis. The
historical context, characterized by racial segregation and ideological struggles,
provides a lens through which we can assess the ongoing influence of politics on
education.
This historical examination reveals that the post-apartheid era did not herald an
abrupt departure from the historical struggles embedded in the South African
educational system. Instead, it served as a transformative moment, where the
historical context became a crucial lens through which contemporary educational
dynamics could be analyzed. The echoes of apartheid continue to reverberate,
shaping the discourse on politics and education in a democratic South Africa.
As we transition to the democratic era, the evaluation of persisting political influence
on education becomes increasingly nuanced. Johnson et al. (2019) argue that
politics significantly impacts educational practices, with the influence stretching into
policy decisions that, in turn, shape curriculum development and instructional
approaches. This implies that the historical context, while distinct, lays the
groundwork for an ongoing and evolving relationship between politics and education
in the democratic era. The influence of politics on teachers and learners in the
democratic era extends beyond the structural and policy dimensions explored earlier.
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