Social Justice in Primary Education in Kwa Zulu-Natal: Tensions between Ideal and Reality

Buyiswa Mokhosi () and Specioza Asiimwe ()

Journal of Education and Practice, 2025, vol. 9, issue 5, 1 - 14

Abstract: Purpose: The purpose of the study was to explore the status of social justice in primary schools in KwaZulu-Natal Province reflecting on the ideal versus the reality on the ground.Methodology: The research adopted a qualitative research approach to collect and analyse the findings. The data were collected through interviews and document review. A sample of 27 purposively selected information rich participants was studied from Tier 1 primary schools in KwaZulu-Natal Province. Findings: The study reveals that in primary schools in the province, improvements in school enrolment exist which is a sign of accessible education. However, institutional and systemic barriers to social justice in primary schools in KwaZulu-Natal Province remain prominent and, making realisation of social justice elusive. Efforts to reduce inequality, promote accessible, quality, and relevant education, and ensure equitable distribution of educational resources are still weak. Inadequate curriculum, low funding, weak physical infrastructure and teaching and learning facilities, unaffordable fees in private schools, low-capacity teachers both in quality and quantity, low completion rates and learning outcomes, and quality variations in the type of education persist. Therefore, promotion of social justice in primary schools in KwaZulu-Natal Province remains an unrealised dream. Government of South Africa and the education sector stakeholders are enjoined to allocate adequate funding through educational resources redistribution to favour primary schools that serve the most vulnerable communities to enhance social justice. Unique Contribution to Theory, Policy, and Practice: The study locates the debate in a loosely knit set of perspectives some of which are philosophical and conceptual and others are theoretical, practical, and political in an attempt to explain social justice in primary education. The study also proposes a conceptual model of social justice in primary education. It further attempts to point out the institutional and systemic barriers to social justice in KwaZulu-Natal Province in order to promote greater awareness for inclusive and equitable communities, to foster stakeholder engagements, enhance learning outcomes, refocus policy development and advocacy in the country, and ultimately, contribute to building and sustaining an equitable and socially cohesive South African society in its diversity.

Keywords: Social justice; Equitable Access to Education; Quality and Relevant Education; Institutional and Systemic Barriers; South Africa (search for similar items in EconPapers)
Date: 2025
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