Abstract
The COVID-19 pandemic initiated a dramatic shift in education, including a global scramble
to adopt remote and online learning. The pivot to online learning using technology exposed
deep digital and socioeconomic divides. While some studies have described the pandemic as
the “black swan” (Blumenstyk, 2020) moment for platforming education, there has been less
attention on the question of access and equity in South Africa’s “unequal digital learning
journey” (Isaacs, 2020).
Under apartheid, South African education was characterised by inequality based on the “racial
component of state ideology in education” (Chisholm, 1983). Education policy post 1994 is
aimed at transformation of education. Education policy has set out to address all forms of
inequality, This study investigated equitable participation in education including that which
emerged in e-education, and in particular, during the proposed shifts to online education. It
explored the implications this shift has on access to education for all. This thesis examined the
issues of equity and inclusion regarding e-education policy in practice from the ground up,
based on the perspectives of educators. The research was undertaken in three schools (n = 3)
across two provinces in South Africa: two rural schools in Giyani, Limpopo, and a peri-urban
school in Johannesburg, Gauteng, and employed a critical qualitative methodology. The
experiences of schools during the COVID-19 pandemic provided an opportunity to assess
whether e-education had enabled poorer school communities to mitigate the power deficits
inherent in these settings. Digital agency (Passey et al., 2018) was used as an analytical lens
and its suitability as possible tool to enhance inclusion in the South African context was
assessed. The findings revealed that while some schools were able to pivot to online education
during the COVID-19 pandemic, there was limited education in resource-constrained schools.
There was substantial loss of learning and inequality became more pronounced. Technology
has become ubiquitous, but there has not been a corresponding rise in socio-economic
conditions. Significant reconsiderations in the design of e-education as well as surrounding
infrastructure and policy are necessary for poorer school communities to mitigate the loss of
learning, power deficits and inherent digital inequality that prevail. Digital agency can act as
tool for empowerment. It should be included in all learning and professional development so
that educators can gain autonomy in making digital choices for themselves, and to ensure they
protect learners as they navigate technology in education. Other regulatory frameworks can
serve as a support to protect the rights of learners and educators.