A critical perspective on the role of democratic and transformative principles in primary education schooling in Gauteng

Abstract

This research investigates the implementation of democratic and transformative education in South African primary schools, analysing the tension between ideals and realities. Framed by critical theory and Indigenous Knowledge Systems, it employs discourse and conversation analysis on interview and observational data from fourteen Gauteng teachers. The findings reveal that teachers possess a sophisticated, learner-centred understanding of democratic education, emphasizing voice, participation, and critical thinking. However, a significant gap exists due to systemic barriers: rigid Curriculum and Assessment Policy Statement pressures, standardized testing, administrative overload, resource limitations, and large classes. The study concludes that realizing democratic education requires a multi-level approach: policy reform for curricular flexibility, sustained teacher development, equitable resource redistribution, and supportive leadership. It advances Global South scholarship by analysing teacher agency within constraints and by offering evidence-based strategies to bridge the divide between theory and resource-limited practice.