Prominent discourses in South African education from the perspective of community psychology: Challenges and opportunities for youth liberation and well-being

Abstract

Community psychology takes an explicitly political stance by identifying where power lies and how it is exercised in ways that maintain privilege and discrimination against particular groups. From this perspective, we consider the challenges facing school education in South Africa today. Education is positioned as an important site for the liberation and well-being of our country's majority. However, the state of education is marked by persistent inequalities. From a Foucauldian perspective, this paper presents a meta-synthesis of school education literature and identifies prominent discourses circulating around the country's basic education sector: the discourses of democracy, human rights, and good governance; rights; development; scarce skills; the crisis in education; and privatisation are discussed. We consider the role of these discourses in the wider social processes of legitimation and power in education, and subjective implications for youth. We note the various ways in which discourses responsibilise youth and surrounding stakeholders, and how others position them as resources for the neoliberal capitalist economy. We argue for the role of counter-discourses and a collective emancipatory perspective to advance transformational educational change and embrace opportunities in the future.