Thembisile Buthelezi, 21894434 Hist & Soc of Education 771

Introduction

The education system in South Africa has been greatly affected by the country's complicated
past of racial inequality and discrimination. The enduring effects of apartheid, a system of
racial separation that was in place from 1948 to 1994, can still be observed in the state of
education in the country. Academic experts have put forth the claim, supported by
evidence, that 25 years after South Africa's transition to democracy in 1994, there remains a
significant correlation between unequal educational achievements and poverty (deClercq,
2020). This essay provides a critical discussion on the video titled “Some Children Are More
Equal Than Others: Education in South Africa”, published two decades after the end of
apartheid, which examines the relationship between South Africa's educational system and
the stark disparities in the nation and its still-expanding income gap. This essay takes up the
subject of inequality in Education, while critically evaluate the concerns raised in the video
using de Clercq's (2020) article, "The Persistence of South African Educational Inequalities:
The Need for Understanding and Relying on Analytical Frameworks," as well as Sadovnik's
(2007) Sociology of Education, chapter 1: Theory and Research in the Sociology of
Education’s discussion of functionalist and conflict theory perspectives on education. The
concluding section offers plausible strategies that the government could explore to mitigate
or resolve the issue of inequality in education.

According to (deClercq, 2020) article, analytical frameworks can be used to comprehend and
address educational disparities in South Africa. DeClercq stresses the need for utilizing
different analytical frameworks, such as macro and micro-level frameworks, to fully
understand the complexity of educational inequality in the country. These frameworks can
provide insights into the root causes of educational disparities and help to identify potential
solutions. Without such frameworks, it would be difficult to develop effective policies and
interventions to address the issue.

Analysing both macro and micro-level frameworks can aid in understanding the role of
education in society, and reveal the factors that contribute to educational inequalities at
both the systemic and individual level (deClercq, 2020). For instance, macro-level theories
like structural functionalism can aid in our understanding of how education contributes to
social stability, while conflict theory can draw attention to the power imbalances and
inequality that the educational system fosters. We can better understand how teachers and
students engage with one another in the classroom by using micro-level frameworks like
symbolic interactionism. In addition to macro-level factors, there are also micro-level factors
that contribute to educational inequalities. For example, the quality of teaching and school
infrastructure can have a significant impact on student performance.

According to the functionalist perspective, each aspect of society is interdependent and

contributes to society's stability and functioning as a whole (Sadovnik, 2007). The purpose of
education, in accordance with functionalist theory, is to prepare people for their future
responsibilities in society. The functioning of society as a whole may be harmed if only some
Thembisile Buthelezi, 21894434 Hist & Soc of Education 771

children have access to high-quality education since this may result in a shortage of
educated and competent workers in the labour force. It is evident in the video that some
kids are getting better education than others, which could result in an uneven distribution of
knowledge and skills in the labour market in the future, thereby impairing society's ability to
operate as a whole. From a functionalist standpoint, for the sake of stable economy, it is
crucial to guarantee that all kids have equitable access to high-quality education in order to
support the stability of the society.

Conflict theory holds that because the educational system has a propensity to reinforce
existing social hierarchies and inequalities, it can be considered as a mechanism of
preserving social inequality. As played out in the video, certain group of learners are not
allowed to attend schools that are assumed to be not for them but there serve certain
group. This can be by race, socio-economic status and more, resulting in certain students
having access to equipped schools while others are forced to receive just education. This
furthers the cycle of poverty and inequality by dividing society significantly between those
who have access to high-quality education and those who do not.

Conflict theory argues that schools function in the interests of the dominant groups in a
society, functionalism sees schools as functioning in the interests of the majority of citizens,
at least within democratic societies. Therefore, functionalists examine the specific purpose
of schooling and their role in society.

According to (deClercq, 2020), conventional assessments frequently rely on a

predetermined definition of inequality that presumes a dichotomous opposition between
the rich and the underprivileged. This strategy ignores the complexity and diversity of
identities and power dynamics that influence educational experiences. Conversely, the post-
structuralist viewpoint places emphasis on the significance of comprehending how discourse
and practices shape identities and power relations.

According to the video (Some Children Are More Equal Than Others: Education in South
Africa, 2013) Education in South Africa is essentially a "Story of Two Systems”. On the one
hand, 20% of affluent people send their kids to schools that are in operation (functioning
school system), receiving a much better education. Conversely, 80% of South African
students are failing miserably in dysfunctioning schools. This creates a significant division
between those who have access to quality education and those who do not, perpetuating
the cycle of poverty and inequality. This self-reinforcing cycle causes a youth unemployment
rate of over 50%.

(Bipath, 2002) conducted a mini dissertation which distinguishes between functional schools
and dysfunctional schools. She claims that effective schools have well-equipped buildings,
qualified teachers, and a positive learning atmosphere. These schools serve children from
middle-class and upper-class backgrounds and are frequently found in affluent
neighbourhoods. On the other side, dysfunctional schools are characterized by a lack of
skilled teachers, bad facilities, and insufficient resources. These institutions, which cater to
Thembisile Buthelezi, 21894434 Hist & Soc of Education 771

students from low-income families, are frequently found in impoverished, neglected

neighbourhoods.

The video depicts how many schools in less affluent areas lack basic utilities like as
electricity and running water, impairing students' ability to learn. (Sadovnik, 2007)
examination of functionalist theory highlights the importance of education in fostering
social stability, despite criticism for failing to account for socioeconomic inequities. The
necessity of education in ensuring that people have the knowledge and values essential for
South African society to function is emphasized by functionalist philosophy. The truth is that
many children are not receiving the education they require to succeed in life, which
perpetuates social and economic inequality. In this video (Some Children Are More Equal
Than Others: Education in South Africa, 2013) the teachers shared how difficult it gets when
the weather changes, how class collapse, water gets inside the classroom and how the roof
is taken away easily by windy weather. How can we expect the children to do their best
under such learning conditions?

Conclusion

According to conflict theory by (Sadovnik, 2007), the educational system can perpetuate
social and economic inequality, and it is critical to resolve these inequities in order to
promote social justice and equality. Finally, the purpose of this video analysis is to obtain a
better knowledge of the complicated issues surrounding education and inequality in South
Africa, as well as to urge action to address these challenges. To ensure that all children,
regardless of background, have access to high-quality education and opportunities to
enhance their knowledge and skills, the government must acknowledge that de-racializing
the educational system did not address the problem. De-racialization is not transformative,
but rather suppressive of real-world difficulties. The government should reform the way the
school system was built up back then by going to black schools (majority schools) and
transforming them into beacons of hope by ensuring that all resources and needs are
addressed to provide fair and excellent education provision (Some Children Are More Equal
Than Others: Education in South Africa, 2013).
Thembisile Buthelezi, 21894434 Hist & Soc of Education 771

Bibliography
Bipath, K., 2002. Differentiating Between Functional and Dysfunctional Schools. [Online]
Available at: https://ujcontent.uj.ac.za/esploro/outputs/graduate/Differentiating-between-
functional-and-dysfunctional-schools/9910990007691#file-0
[Accessed 10 April 2023].

deClercq, F., 2020. The Persistence of Sourth African Educational Inequalities: The Need for
Understanding and Relying on Analytical Frameworks. Volume 24, p. 22.

Feldman, J. 2023. History and Sociology of Education 2023-13731-771. Class lecture (History
and Sociology of Education 2023-13731-771. Stellenbosch: Stellenbosch University.

Sadovnik, A., 2007. Theory and Research in the Sociology of Education. In: Sociology of
Education: Acritical Reader. New York: Routledge, pp. 3-17.

Some Children Are More Equal Than Others: Education in South Africa. 2013. [Film] Directed
by Stefan Gottfried. South Africa: Journeyman Pictures.