Persistent Barriers to Quality Classroom Engagement in South Africa: Reflections on Three Decades Into Democracy
DOI:
https://doi.org/10.51137/wrp.ijarbm.324Keywords:
Higher Education, South Africa, Post-Apartheid, Student EngagementAbstract
Despite significant progress towards educational transformation in post-apartheid South Africa, the quality of student engagement remains inconsistent and unequal, mostly among students from historically disadvantaged backgrounds. Based on an extensive literature review, this study will explore potential challenges to student participation in South African higher education classrooms three decades into democracy. By using secondary data that comprises journal articles, books, government publications, websites and other relevant sources, the study will analyse structural, socio-economic and pedagogical barriers that may continue to hinder inclusive engagement. It will investigate how historical inequalities, financial constraints, language policies and evolving digital divides may shape student experiences. The study’s findings reveal that despite policy shifts implemented to redress apartheid inequalities, barriers to classroom engagement still exist and remain deeply rooted, limiting meaningful engagement for many students, especially those coming from historically disadvantaged backgrounds. These insights underscore the mismatch between policy objectives and the lived experiences of students, pointing to the need for a more nuanced understanding of transformation in South African higher education institutions.
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