Abstract
This study investigates the relevance of violence in the context of South African education as well as how violence relates to curriculum aspects in a country that has a history of institutionalised violence against the oppressed, including women. Using feminist pedagogy as a theoretical lens, violence and its implications for the South African educational system are examined. Scholars such as Freire believe that in order to engage the topic of violence in education, it needs to be framed not only from a physical, but also from a structural and symbolic perspective, since violence is deeply rooted in social inequalities and power imbalances (Pietersen 2024). Violence can be perpetuated through education, which can reproduce dominant ideologies and structures biased against women (McCall 2022). Therefore, Freire advocates a pedagogical approach that challenges violence in any form, including that of the curriculum, and Freire believes that empowering women in opposition to violence should become critical if social change is to be expected. Women in education should be included, as they are frequently left out of educational practices and leadership and management positions (Faulkner 2015).
The aforementioned problem is underscored by the challenging patriarchal structures and cultural practices that foster violence against women in many ways, because these attitudes and practices limit educational opportunities for women, as well as expose the ways in which colonial and postcolonial education systems have perpetuated inequalities. The reason why women’s values and cultural identities are easily ignored and often swayed towards the dominant hegemony is located in patriarchy (Zuma 2018), often seen in the formation and implementation of the school and tertiary curriculum.
Pietersen (2023a) suggests that a socially just pedagogy will be useful and will encourage a reflective process in which all roleplayers from educational spaces are able to value the cultural and historical sources of individuals, which can challenge the existing power bases inherent to violence being purported towards women in schools. What these approaches do is recognise that gender is not a biological fact, but a social construct that shapes behaviour and interactions. Therefore, by understanding the gender-based nature of violence, educators can identify and address the root causes of violence in schools. Gender and feminist themes are often absent from the transformative education agenda in South Africa, while women make up the majority of learners in primary and secondary schools, as well as of students in higher education institutions (Akala 2018). This problem is underscored by patriarchal structures and cultural practices that limit educational opportunities for women and their ability to do well in their careers. The colonial and post-colonial past and the way in which education systems/institutions were set up is a testimony of how the South Africa we have inherited further perpetuates gender inequality (Sehoole 2006). Those in power often act as gatekeepers for women seeking to advance in education.
Another area where women are underrepresented is in leadership roles, which is another instance of prejudice. Women are still underrepresented in prominent academic roles, despite attempts to advance gender equality (David 2015). The lack of mentorship and support for women in academia, as well as gender preconceptions that suggest men are more capable of leadership, are both contributing factors to this discrimination. Critical discussions are needed to address this. Also, an understanding of how intersections of race, gender, and class have an impact on the lives of women would call for the empowerment of women through the dismantling of oppressive education contexts (Meyer 2008).
Women frequently need to confront the patriarchy, particularly in education, because sometimes discrimination, social and cultural restrictions, and limited access to resources are deeply embedded in educational practices and spaces (Freire 1984). The curriculum often perpetuates gender biases, marginalising women’s contributions and reinforcing stereotypes. Social and cultural norms can restrict women’s participation and expression, creating environments where their voices are undervalued. Additionally, limited access to educational resources, such as scholarships, mentorship, and safe learning environments, further exacerbates gender inequality. These pervasive issues require women to continually challenge and navigate patriarchal structures to achieve equitable educational opportunities and recognition (Hlatshwayo 2020).
A feministic turn is inevitable, which will include transforming processes and practices that will ultimately compel educational institutions to change how curricula are developed and enacted (McCusker 2017). This is to say that curriculum development should involve diverse voices, including those of women and marginalised groups, to create content that reflects varied perspectives. Educational practices must prioritise critical thinking and challenge traditional gender norms, fostering an environment of respect and equality. Over and above, education spaces need to implement policies that support gender equity (Marshall 2020), such as equitable access to resources and safe learning spaces for women to express themselves, thereby enabling them to further and promote transformational change in educational environments.
Keywords: critical dialogue; female identities; feminist lens; gender-based violence; gender equality; information and communication technology (ICT); patriarchy; sexual harassment; social justice; South Africa; violent curriculum
- This article’s featured image was created by Patrick Fore and obtained from Unsplash.
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