RSE4801
Assignment 2 2024
Unique Number: 705037
Due Date: 3 July 2024
BACKGROUND ON THE PROBLEM OF LEARNER APATHY/ALIENATION
Learner apathy and alienation are critical issues in contemporary education systems, including
in South Africa. These phenomena are marked by a lack of engagement, enthusiasm, and
motivation among students, leading to adverse educational outcomes such as low academic
performance, increased absenteeism, and higher dropout rates. In the South African context,
these problems are particularly pronounced due to the nation's unique socio-political history
and ongoing socio-economic challenges.
South Africa's education system is profoundly shaped by its apartheid history, which
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institutionalized USE segregation and provided vastly unequal resources to schools depending
racial
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BACKGROUND ON THE PROBLEM OF LEARNER APATHY/ALIENATION
Learner apathy and alienation are critical issues in contemporary education systems, including
in South Africa. These phenomena are marked by a lack of engagement, enthusiasm, and
motivation among students, leading to adverse educational outcomes such as low academic
performance, increased absenteeism, and higher dropout rates. In the South African context,
these problems are particularly pronounced due to the nation's unique socio-political history and
ongoing socio-economic challenges.
South Africa's education system is profoundly shaped by its apartheid history, which
institutionalized racial segregation and provided vastly unequal resources to schools depending
on race (Spaull, 2015). Despite the end of apartheid in 1994, lingering inequalities persist,
manifesting in stark disparities between schools in affluent areas and those in impoverished
townships and rural regions (Van der Berg, 2020). These inequalities contribute significantly to
the problem of learner apathy and alienation. Many students in under-resourced schools face
inadequate infrastructure, lack of learning materials, and overcrowded classrooms, which can
make the learning environment oppressive and disempowering (Smit, 2018).
Socio-economic challenges further exacerbate learner apathy and alienation. High levels of
poverty, unemployment, and social instability prevalent in many South African communities
create an adversarial backdrop for students. The interplay between socio-economic status and
educational engagement is well-documented (Van der Berg, 2016). Learners from deprived
backgrounds often grapple with additional responsibilities at home, nutritional deficiencies, and
inadequate learning environments. This compounded stress detracts from their ability to focus
on and invest in their education, resulting in heightened absenteeism and eventually, dropouts.
The educational environment and the quality of teacher-student relationships also play a pivotal
role. A significant number of South African schools are characterized by overcrowded
classrooms, limited resources, and a lack of adequately trained teachers (Department of Basic
Education, 2018). Such conditions create oppressive learning environments where individual
attention is scant, and personalized pedagogical methods are untenable. Moreover, the high-
stakes emphasis on standardized testing fosters a competitive rather than collaborative
atmosphere, further isolating students. This environment undermines intrinsic motivation,
emphasizing grades over genuine intellectual curiosity and personal growth.
The rigidity of the South African curriculum and its focus on standardized testing exacerbate the
problem of student disengagement. According to Jansen (2018), the curriculum often fails to
resonate with the lived experiences and cultural backgrounds of students. The emphasis is
predominantly on rote learning and examination performance, rather than critical thinking and
