TEACHERS' STRUGGLES IN PUBLIC SCHOOLS FOR BLACKS IN POST-APARTHEID SOUTH AFRICA

Abstract

The paper discusses curriculum reforms in post-apartheid South Africa, picturing them as conservative practices and policies which entail evil effects to democratic education. For such, it presents a short political and historical scenario of Teachers’ Education in South Africa ; discusses the important challenges of results-based education in post-apartheid South Africa ; and suggests how teacher’s work can be improved in times of neoliberal reforms. It shows, as well, that the voices of hope of black countries which support the efforts of marginalised teachers can build a counter-hegemonic block, capable of interrogating neoliberalism in education , and of creating possibilities for a wide-ranging participation to effectively change schools and teacher’s work.