Abstract
Learner participation in South Africa was legislated in 1996 through the South
African Schools Act, No. 84. Since then it has been a legal requirement to
establish representative councils of learners (RCL) at secondary schools (with
Grade 8 and higher) countrywide. I investigate the perspectives and experiences
of participation with secondary schools learners elected to serve in representative
councils of learners and school governing bodies. I adopted an interpretive
qualitative methodology. In-depth interviews and focus groups were used. Three
categories of experiences emerged: (1) learning experiences, (2) relational experiences,
and (3) challenges faced by learner councillors. The data further suggest
that there is an opportunity for learners to gain skills that could be useful
for them. I offer a framework for learner participation that is grounded in social
learning to promote meaningful participation.