This study explores the impact of neoliberalism on democratic values within South Africa's geography school curriculum. Over time, many scholars have sought to critique neoliberalism in the South African education system by linking it to human rights violations. However, these studies are mainly conceptual or analytical and do not directly examine daily school and classroom practices in diverse educational settings that sustain social inequalities. As a result, this research aims to assess the extent to which neoliberal features within the geography curriculum promote or weaken democratic values, and how these effects manifest in classroom environments. A qualitative methodology was employed, involving the collection of data from existing policy documents and interviews with teachers across different school quintiles. The findings indicate that neoliberal discourse is present in the policies that guide geography education in South African schools. These neoliberal elements in policy influence teachers' identities and teaching and learning methods. In schools, these influences are exacerbated by systemic resource shortages, which undermine democratic values that enable learners to participate effectively in society. These findings underscore the urgent need for policy reforms to address structural inequalities within schools that threaten the democratic rights protected by the constitution.
- Neoliberalism and democratic values in the geography school curriculum of South Africa
- Bandile Lutshiti
- Joseph Divala Prof. - University of Johannesburg
- University of Johannesburg; Master of Education (M.Ed.)
- Master of Education (M.Ed.), University of Johannesburg
- 9963693407691
- University of Johannesburg
- University of Johannesburg; Department of Education and Curriculum Studies
- English
- Thesis