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Is the school curriculum letting us down in postcolonial South Africa?

06 May 2021 | Story Dr Bekithemba Dube | Photo Supplied

DrDube_web read more — Dr Bekithemba Dube is a senior lecturer at the University of the Free State’s Qwaqwa Campus and is a curriculum specialist and prolific researcher in the field of education, religion and politics in postcolonial Africa.

The death of 15-year-old Lufuno Mavhunga - who died from an overdose after being bullied at school - is a fresh reminder of the unresolved social crisis within the corridors of the classroom. While death is part of the human journey and is a reminder that humans are mortal. It is unfortunate that schools are becoming shrines of terror, social disintegration and a death trap. Each day South African society is confronted by various abuses in schools which mirror the society at large. Durkheim’s observation is that schools are a miniature of society. Parents and educational stakeholders become unsure if their children will make it home as they are continually confronted by terrors such as bullying, body shaming, xenophobic attacks and rape.

Lufuno is one of the many learners in South Africa who succumbed to school violence within and outside the classroom. School violence has not only affected learners but educators and principals too, and is unfortunately perpetrated by their peers, who in normal circumstances should learn, live, and address social problems together. Continued school violence is contrary to the functionalist view that schooling creates homogeneity and social cohesion. Thus, Lufuno’s death is far from attesting to the ability of the curriculum to re-invent a society that believes in non-violent means of resolving conflict.

Before examining the curriculum, let me remind readers of the magnitude of the problem at hand in relation to school violence manifested through bullying, body shaming and in some cases killings. Lufuno follows other victims of school violence. For example, Tshepo Mphehlo, 14, was stabbed to death at Sebokeng High School. Another student was stabbed to death at Eesterivier School in the Western Cape in 2020. Similarly another was stabbed to death by a classmate at Eastwood Secondary School in Pietermatrizburg in 2019, not forgetting a learner who was also stabbed to death at Reunion Secondary School in Isipingo in 2019. The victims are multiple and should be a concern to all peace-loving citizens. As part of problematising school violence, I will focus on the limitations of the school curriculum in South Africa.

The curriculum should be evaluated in terms of its ability to produce a learned people with the ability to engage in peaceful and non-threatening strategies for conflict resolution. Thus in this opinion paper I share the limitations of the curriculum that fail to address social pathologies such as school violence as evidenced by the death of Lufuno and many others.

Life Orientation is a disappointing citizenship education

The peace and stability of any successful nation is anchored on the strong foundation of citizenship education. With reference to South Africa, the introduction of Life Orientation teaching was seen as a brilliant means to instil good citizenship among learners. However, while the intentions of introducing the subject were good, the implementation has proven unsuccessful in teaching humanity among learners. In some cases, the subject is taught by educators not trained for it, or who have failed in other subjects thus failing to evoke humanity, tolerance and human dignity in the face of conflict. Should citizenship through education be taken seriously, I am sure the subject would contribute to a tolerant society, committed to embracing human dignity despite colour, race and other social variables.

Lufuno and the accused had a conflict, which is part of human nature, the Life Orientation curriculum should have been a source for bringing about a peaceful resolution of their differences. However, since the subject is not taken seriously at schools, I am sure they saw no reason to apply Life Orientation principles to the conflict which unfortunately culminated in Lufuno’s death.

Curriculum as job security and the demise of humanness

The curriculum in South Africa is preoccupied with the need to produce learners who will fill the ever-existing skills shortages. As such, there is an emphasis on skills development with much of the curriculum’s energy used to produce competent learners, which in turn creates job security that is ideal for the expectations of parents and the corporate world. But it has come at a cost especially because less emphasis is placed on the human sciences as an integral part of a successful nation. It is critical that the school curriculum produces balanced learners who have the ability to perform well in subjects that gear them for jobs, but also placing value on the human sciences that cement good citizenship. Lufuno’s death is a reminder that a school curriculum that does not balance education that offers job security and inculcates humanness results in social trajectories such as school violence.

By the way, what did we say about religious education?

The year 2008 saw the demise of religious education at most South African public schools. Very few schools still offer the subject. It was seen as useless, and debates arose in terms of which religion should be on the curriculum. While religious education had its problems like any other subject, no one can doubt its ability to teach morality, an integral part of humanity lacking in many ways at South African schools. Religion and its teaching reminds people of the relationship they have with a divine being yet calling for accountability on the treatment of fellow citizens. Now that the subject is not taught at school, learners are deprived of learning about social responsibility and being accountable to God for their actions. Morality, characterised by tolerance and peace, is lacking among many learners, hence the unending school violence. The South African school curriculum is limited by overemphasising natural sciences at the expense of subjects that belong to the human sciences, such as religion. Lufuno’s death is a reminder that morality in a curriculum is indispensable in reinventing education that benefits learners by inculcating in them a high standard of morality.

The suffering soul of the teacher:

How far can teachers engage in the loco-parenting role? Seemingly, whenever teachers are confronted by the need to implement a loco-parenting role, they are met with resistance, anger, and ridicule. I remember a teacher who was blamed for combing learners hair at school. To me, the teacher was exercising her loco-parenting to make learners more presentable. However, some social media users saw her as an uncivilised teacher and unworthy to be in the schooling system. It is because of this, that teachers fold their hands and neglect the care role of a teacher. With reference to Lufuno, if teachers were allowed to exercise their loco-parenting role, I am sure they could have intervened in the conflict, as parents, and resolved the issue. But now since teachers have often been blamed for acting as parents within the schooling system, they have withdrawn their loco-parenting role, and we have lost Lufuno. Society should allow teachers to exercise a loco-parenting role within the confines of social justice, and care without the use of corporal punishment.

In conclusion, Lufuno’s story is disheartening, and unfortunately, there is nothing we can do to bring her precious soul back. But we have an obligation to society to continue problematising violence. The moment we teach learners that violence is normal, we pass on the mentality to the younger generation and each day we will continue to bury victims of school violence. Yes, today it’s Lufuno. Tomorrow it will be me or you. Thus the school should be part and parcel of reinventing a society that values non-violent means to resolve conflict.

Opinion article by Dr Bekithemba Dube, School of Education Studies, University of the Free State (UFS).

News Archive

Qwaqwa Campus opens: Prof. PA Mbati's speech

2005-01-22

Official welcome speech by Prof. PA Mbati for 2005 first year students held on Saturday 22nd January 2005. Program Director, The Chief Director Operations Rev. Kiepi Jaftha, Dean of Students Dr. Natie Luyt, Program Head of the Faculty of Humanities, Dr. Elias Malete, Program Head of Faculty of Natural and Agricultural Sciences, Prof. Riaan Luyt, Acting Program Head of the Faculty of Economics and Management Sciences Prof. Andries Venter, Deputy Director Student Affairs Mr. Teboho Manchu, Coordinator Finance: Mrs. Elizabeth Nchapi, Senior Librarian Mr. Stoffel Kok, Senior Magistrate Mr Saul Mohosho, SRC President Mr. Tello Motloung, members of staff, invited guests, parents, guardians, my dear students, ladies and gentlemen.

It is indeed my pleasure to welcome you to the official welcoming ceremony of the UFS-Qwaqwa Campus 2005 first year students. Our Rector and Vice Chancellor Professor Frederick has requested me to pass to you his warmest wishes and regards on this special occasion. I am confident that the orientation exercise in which you have participated has achieved the desired effect of introducing you to your new way of life here on campus, and that you are now sufficiently prepared to get on with the rigors of being a student at this University.

Following the restructuring of the higher education landscape, the Qwaqwa campus was incorporated into the University of the Free State with effect from January 1 2003 . As a consequence, Management was faced with a whole complex series of challenges including, primarily making the campus financially viable, but also ensuring that it remains relevant in it’s core business as a satellite campus of the University of the Free State in terms of its teaching, learning, research and community service responsibilities.

A whole series of strategic planning workshops were conducted last year with both internal and external stakeholders. Various important strategic objectives were flagged out, and the next level of consultation will take place soon. I know that there is a lot of eagerness, sometimes to the level of impatience to see this process completed as quickly as possible. But again on the other hand, due to the far reaching consequences of any hasty decisions, plus the need for a carefully planned process, we need to be a little more patient before the implementation of the strategic objectives is implemented. You will be kept informed as this important and critical aspect in the evolution of our campus takes place.

As a response to the need for a more effective governance model on the Qwaqwa campus, a review of the governance structure was completed towards the end of 2004 and will soon serve before the Executive of the Executive Management for approval.

Due to the importance that top management attaches to the development of an effective governance on the Qwaqwa campus, the process was facilitated by an internationally acclaimed consultant. Again the contents of the revised governance model will be made known to the campus and the broader community once it is approved.

I am glad to report that in recognition of the need to improve the infrastructure on campus to provide a conducive learning atmosphere to our students, a total of 8.2 million rands was made available towards the end of 2004 for recapitalization of specifically our student residences and lecture venues. The first phase of the residence renovation is completed and residences C, D and E have now been officially handed over to the University by the Contractor. Among the features of the renovated residences is that they will now computer rooms, kitchenettes for cooking, and a redesigned TV room. The rooms have even been fitted with heaters. Our challenge will now be to maintain our newly acquired facilities and to ensure that they do not again deteriorate to an un-acceptable level. The second phase of renovation will start soon.

As indicated in my address during the orientation week, our obligation to you as a campus is to offer you quality training to the best of our ability, and to disseminate this knowledge to you within a conducive atmosphere worthy of good learning. On the other hand, our students have to take advantage of this opportunity to acquire the necessary skills and training in the various academic programs that we offer on campus.

We have a very simple agenda on this campus – our vision is to continuously strive to build and develop the Qwaqwa campus of University of the Free State into a truly quality institution of higher learning in our country. To develop a tradition and culture in which we are proud of who we are, and constantly and tirelessly working towards excellence in our academic programs, and other non-academic but core and important aspects in your growth and development such as sport and community service. To nurture young conscientious citizens who are aware of their duties and responsibilities. Ultimately to produce hard working young people who fully exploit their potentials, and who will serve this country with diligence when unleashed into the real world in effectively managing their roles and responsibilities in society, whether in private or government civil service.

I would like to encourage that the various stake holders of this campus, the students, academic, administrative and support staff, and our broader community, to work together in harmony for the well being of our campus. For this campus to continue to be relevant in the environment that we find ourselves, there is a need for continuous engagement of its various stake holders, and genuinely listening to each other. We must continuously and regularly keep our feelers on alert in order that we can remain relevant.

I am particularly inviting our parents and guardians, the alumni of this campus, and leaders from our community to join hands with us in seeking solutions to the various challenges that we continue to face on campus. I am open for frank and honest discourse on the best way forward for our campus.

The University of the Free State is committed in making tertiary education accessible to as many students as possible. In this regard, students who do not have the required ‘M’ score to gain entry into main stream classes are given an opportunity to study in the highly successful ‘bridging program’ in which learners are integrated with main stream students but with fewer courses to tackle in order to ensure success. This is done on the premise that such students have the potential to pursue a degree course, and that therefore within a well structured program, they can make a success of their lives.

The University is conscious of the fact that in many instances several academically deserving students fail to be admitted into university due to financial reasons. For students who are academically deserving but who because of reasons of poverty cannot pay the requisite fees, the university is able to assist such students through the National Financial Aid Scheme – commonly known as NSFAS, and University Merit Awards. Other incentives such as Sports bursaries are also available.

Please remember that it is important to balance your life on campus and the phrase ‘a healthy mind in a healthy body’ aptly describes this statement. Ensure that you participate in sport and cultural activities of this campus so that you can develop and strengthen the various God-given talents that you have been blessed with.

A second major ingredient for your success on campus is discipline and respect for rules, policies and procedures that govern the University of the Free State , and respect for your fellow students. Good discipline is a major contributory factor to success in life, and more so in your formative academic life at University. This means for example that you must attend all your lectures, complete your assignments on-time and visit the library frequently. Please manage your time wisely and responsibly. Remember that as a university student, you are basically the master and architect of your own destiny.

Think very carefully when you are confronted with difficult situations, be they negative peer pressure, or temptations to indulge in intoxicating drugs, and make the right choice.

The University has well trained personnel including a social worker, a psychologist and counselor, and members of the student affairs division under the leadership of Mr. Teboho Manchu, Deputy Director Student Affairs, who are available to assist whenever you require their help.

Today is also a special day because we have officially inaugurated the SRC President and the rest of the SRC leadership. I am sure that you all join me in congratulating the SRC for being elected to their leadership roles for 2005. Mr. SRC president and your team, please remember that you now have a huge responsibility in carrying out the aspirations of the student body on campus. I want to wish you luck and success as you champion the rights of your constituents, which I believe and trust will be compatible with management’s expectations with regard to quality teaching and learning on campus. As you are aware, Management values the input that the student leadership makes in the operational management of the affairs of this campus, and we look forward to a cordial, non-confrontational working relationship with a view of rendering un-paralleled service on campus.

Mr. Program Director, allow me to wish everyone here a successful and prosperous year. May the good Lord give us the strength and courage to overcome any obstacle that may be placed in our way in the course of our work in 2005.

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