Abstract
This study examines the persistent inequalities in South Africa’s education system after the apartheid era regardless of exclusive reformatory attempts that aim to promote equity in the country’s education. Through using critical hermeneutics and an imperative and constructivist paradigm, it analyses policy documents, curriculum frameworks and scholarly literature to explore how power relations, socioeconomic differences and historical appeals, shape educational experiences. The study is guided by Critical Pedagogy, specifically the ideas of discussion, conscientisation and problem-posing education promoted by Freire. By employing Critical Pedagogy, this study cross-examines both explicit and hidden curriculum practices. Findings show that reforms such as inclusive education, learner-centered teaching method and Outcomes-based Education have not been fairly and equally realised due to insufficient teacher training and preparation, inadequate resources, curriculum unpredictability and persistent structural inequalities. While education policy reforms that promote equity and transformation are there, several remote schools still face challenges that hinder impactful learning, critical thinking, access to 21st century skills and contribution to socioeconomic activities. In this regard, the study recommends increased resource allocation to all schools for teacher development, equal distribution of resources, adaptation to and implementation of a curriculum that promotes learner-centered education and integration of technology to align with demands of the modern world. If policy implementation is strengthened, South Africa’s education will be transformed.