Abstract
Despite the end of apartheid in 1994 and the advent of democracy; the historical legacies of apartheid remain vivid in a post-apartheid society and inequality has worsened (IMF, 2020). As such, education is seen by many as a tool to address the persistent inequalities in South Africa. However, according to Rizvi in Hytten & Bettez (2011), teachers’ pedagogical practices are not encompassed by a praxis that is able to promote social justice. The aims of the study are to examine how teachers are enacting notions of social justice in the classroom and whether their pedagogical practices encompass a praxis that promotes social justice. The study is framed in Freirean critical pedagogy and focuses specifically on concepts of critical consciousness and dialogue. Utilising thematic analysis and content analysis approaches; the study shows that the teachers are more inclined to make use of the banking education method. This is despite The National Curriculum Statement Grades R-12 encouraging an active and critical approach to learning, rather than rote and uncritical learning methods. These methods inhibit the promotion of critical thinking and dialogue thus perpetuating injustices through oppressive pedagogical practices. Among other recommendations, the study recommends that the Department of Education ought to consider training and conducting regular workshops for English language teachers wherein the teachers are refreshed on aims of education and the role it is meant to assume in promoting social justice.
M.Ed. (Educational Linguistics)