Name :Charnelle Norlissa

Surname. :Williams

Module :Sae3701

Module no :676634

Student no:62700707

Date :28 May 2024

Politics has long been intertwined with education, shaping the experiences of both teachers and learners
in various ways. In a democratic era, where principles of equality, freedom, and justice are supposedly
upheld, one might assume that politics would have less of an influence on education. However, the
reality is far more complex, as politics continues to impact the educational landscape in significant ways.

One of the key ways in which politics influences teachers and learners is through funding and resource
allocation. Government policies and budget decisions play a crucial role in determining the quality of
education that schools can provide. In many democratic countries, funding for education is a highly
politicized issue, with political parties often making promises to increase funding or implement reforms
in order to gain support from voters. This can lead to disparities in resources between schools in different
regions, as well as funding shortages that affect the quality of education for students .Moloi 2011’s study
on the influence of the black consciousness philosophy on teachers and learners at Bodbeng High
School during the period of 1940 to 1970 presents a compelling narrative of the transformative power of
this philosophy in the educational context. The Black Consciousness Movement, led by figures such as
Steve Biko, sought to challenge and dismantle the oppressive structures of apartheid and promote self-
awareness and empowerment among black South Africans. Moloi’s study sheds light on how this
philosophy permeated Bodbeng High School, shaping the attitudes and actions of both teachers and
learners.One key concept discussed by Moloi is the notion of self-awareness and self-acceptance. The
black consciousness philosophy emphasized the importance of black individuals recognizing their own
worth and agency in a society that sought to dehumanize and marginalize them. At Bodbeng High School,
teachers who embraced this philosophy encouraged their students to take pride in their heritage and
culture, fostering a sense of self-respect and confidence among learners. This, in turn, had a ripple effect
on the overall learning environment, as students who felt empowered and valued were more likely to
engage actively in their education and excel academically.

Before democracy, teachers and learners experienced significant challenges and limitations in their
educational endeavors. We will explore the key concepts and arguments related to the situation that
existed before democracy and analyze the impact it had on both teachers and learners. Prior to the
establishment of democratic systems, education was often restricted and controlled by those in power.
Teachers were often subject to strict government regulations and censorship, limiting their ability to
freely teach and express themselves. This lack of freedom hindered the development of critical thinking
and creativity among educators, ultimately impacting the quality of instruction received by learners.
Furthermore, before democracy, access to education was often determined by social status and wealth.
Many learners from marginalized communities were denied the opportunity to receive a quality
education, perpetuating cycles of poverty and inequality. This lack of access to education created
significant barriers for individuals seeking to improve their circumstances and contribute meaningfully to
society. Additionally, before democracy, educational content was often biased and influenced by political
agendas. Teachers were expected to adhere to government-mandated curricula that often promoted a
specific ideology or narrative. This limited the diversity of perspectives and knowledge available to
learners, restricting their ability to develop critical thinking skills and form independent opinions. In
contrast, the establishment of democratic systems has brought about significant changes in the
education sector. Teachers now have more autonomy and freedom to design curriculum and engage
students in meaningful discussions. This has led to greater innovation and creativity in teaching
methods, ultimately enhancing the learning experience for students, Moreover, democracy has
prioritized equal access to education for all students, regardless of their background or social status. This
has led to the implementation of inclusive policies and programs aimed at ensuring that every learner
has the opportunity to succeed academically and pursue their goals the impact of democracy on
teachers and learners has been profound. The establishment of democratic systems has created
opportunities for educators to thrive and innovate in their teaching practices, while also promoting equal
access to education for all students. By recognizing the importance of democracy in education, we can
continue to support and empower teachers and learners in their pursuit of knowledge and growth.

Moloi’s study highlights the role of education as a tool for liberation and resistance. In the context of
apartheid-era South Africa, where black individuals were systematically denied access to quality
education and opportunities for advancement, the black consciousness philosophy served as a powerful
counter-narrative that challenged the status quo. Teachers at Bodbeng High School who espoused this
philosophy viewed education not simply as a means to acquire knowledge and skills, but as a means to
cultivate critical thinking, political consciousness, and a sense of solidarity among students. By fostering
a sense of community and shared purpose, these teachers were able to create a transformative
educational experience that empowered students to question and challenge injustice. In conclusion,
Moloi 2011’s study provides valuable insights into the impact of the black consciousness philosophy on
teachers and learners at Bodbeng High School during the period of 1940 to 1970. By exploring key
concepts such as self-awareness, self-acceptance, and education as liberation, Moloi’s analysis
underscores the profound influence of this philosophy in shaping attitudes and behaviors within the
school community. Through its commitment to promoting empowerment, self-respect, and critical
consciousness, the black consciousness philosophy left a lasting legacy at Bodbeng High School that
continues to resonate today politics can also influence educational policy and curriculum development.
Elected officials, policymakers, and interest groups all have a stake in shaping the content and priorities
of education, often based on their political ideologies and agendas. This can lead to debates and
conflicts over issues such as standardized testing, school choice, and the teaching of controversial
subjects. Teachers and learners are caught in the middle of these debates, as they must navigate and
implement policies that may be influenced by political considerations rather than educational best
practices. Additionally, politics can impact the autonomy and professional development of teachers.
Educational reforms and policies driven by political agendas may limit the flexibility and creativity of
teachers in the classroom, as they are required to adhere to standardized curricula and assessments.
This can stifle innovation and diversity in teaching practices, as teachers are constrained by political
mandates that may not align with the needs and preferences of their students. Politics in education has
undergone significant changes since the introduction of democratic principles. The role of philosophy in
shaping these changes cannot be understated. , we will explore how politics has evolved in education
through the lens of philosophy.
In the past, education was often used as a tool for social control and maintaining the status quo. This
was evident in autocratic societies where the ruling elite controlled the curriculum and restricted access
to education for marginalized groups. However, the advent of democracy brought about a shift in power
dynamics, leading to increased emphasis on equality, diversity, and inclusivity in education.Philosophy
has played a crucial role in shaping the evolution of politics in education. Philosophers such as John
Dewey and Paulo Freire have argued for a more student-centered approach to learning, emphasizing
critical thinking, creativity, and empowerment. Their ideas have influenced educational policies and
practices, leading to the adoption of progressive pedagogies that prioritize the needs and interests of
learners.One of the key concepts that have emerged in education through philosophy is the idea of
education as a human right. This concept asserts that every individual has the right to access quality
education, regardless of their background or socio-economic status. This has led to the implementation
of policies aimed at reducing educational inequalities and promoting social justice. Another important
argument that has gained traction in education is the need for a more holistic and interdisciplinary
approach to learning. This is based on the belief that education should not be limited to the transmission
of knowledge but should also focus on the development of critical thinking skills, emotional intelligence,
and ethical values. This has led to the integration of subjects such as ethics, social justice, and
sustainability into the curriculum. The evolution of politics in education through philosophy has brought
about significant changes in the way education is conceived and delivered. The emphasis on democracy,
equality, and inclusivity has led to the development of more student-centered and holistic approaches to
learning. Moving forward, it is crucial to continue to draw on philosophical insights to address the
challenges facing education and ensure that it remains a tool for empowerment and social
transformation

In conclusion, politics continues to have a significant influence on teachers and learners in a democratic
era. As educators and advocates for quality education, it is crucial to remain vigilant and engaged in the
political process in order to ensure that the needs and interests of teachers and learners are prioritized.
Only through awareness, advocacy, and collaboration can we strive to create a more equitable and
democratic educational system.
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Educational Development, 17(3), pp. 222-249.

Asmal, K. (1999) Call to Action! Mobilising citizens to build a South African Education

And Training System for the 21st century. Department of Education. CTP Books.

Ball, D.L. (1990) ‘Reflections and deflections of policy: The case of Carol Turner.

Educational Evaluation and Policy Analysis, 12(3), pp. 247-259.