Abstract
This article examines the paradox of post-apartheid education policies which established the
formal basis for social justice and equity through legislation while in reality these laudable goals
remain unattainable and elusive.
The article is informed by and builds on the conceptualisation and analysis of the barriers to
social justice and equality in education by global and local critical, post-colonial and political
economy of education scholars. It critically outlines the key arguments and studies around these
concepts and attempts to show the strengths and limitations of their analyses...