Resistance, Critical Agency and Initiatives of Black Post-School Youth, Facilitators and Organisers in a Black Township in South Africa

The Post-school Education and Training (PSET) policy seeks to address the education and training needs of post-school youth not in education, employment nor training (NEET). The problem of youth NEET has been researched from many perspectives. However, there is a dearth of knowledge about the respon...

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Bibliographic Details
Published inJournal of curriculum and teaching Vol. 6; no. 1; pp. 97 - 109
Main Author Naidoo, Devika
Format Journal Article
LanguageEnglish
Published Sciedu Press 27.04.2017
Subjects
Achievement Gap
Attitude Measures
Blacks
Case Studies
Content Analysis
Curriculum
Documentation
Educational Policy
Educational Quality
Foreign Countries
Interviews
Job Skills
Knowledge Level
Observation
Qualitative Research
Racial Bias
Resistance (Psychology)
Social Justice
Training
Youth Programs
South Africa
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Summary:The Post-school Education and Training (PSET) policy seeks to address the education and training needs of post-school youth not in education, employment nor training (NEET). The problem of youth NEET has been researched from many perspectives. However, there is a dearth of knowledge about the responses, views and actions of post-school youth NEET living in this precarious situation. This paper analyses the resistance, critical agency and initiatives of youth; organisers; and facilitators at a youth development and organisation centre in a township in Gauteng. The study is framed by the notion of "critical" agency (Gramsci: 1971) and Bourdieu's concept of "strategies" that mediate structure and agency. These concepts enable a focus on critical agency that emerge within severely constraining social conditions. Data were collected through the following sources and methods: from a "youth dialogue" amongst engaged youth; ethnographic interviews with post-school youth themselves; interviews with key individuals such as organisers, leaders and facilitators of programmes; and observations of literacy classes offered at the centre. Data analysis revealed resistant counter discourses amongst the youth to school and current PSET; acceptance of education for employment; desire for higher quality education; and clear ideas of alternative pedagogies. In addition to these counter discourses the paper highlights the critical agency of key individuals in the face of debilitating structural constraints. Implications for the post school education and training system are raised and some recommendations are made.
ISSN:1927-2677
DOI:10.5430/jct.v6n1p97