Chapter 6: Exploring the tension between authority and democratic schooling in South Africa

Despite several efforts to establish democracy in South Africa through theadvancement and protection of fundamental rights as enshrined in the Bill of Rights Chapter 2 of the Constitution of the Republic of South Africa Act 108 of 1996 (Republic of South Africa [RSA] 1996), it is not surprising thatlearners and teachers still find themselves operating in rigid hierarchiesthat continue to be imposed on them because of the authoritarian legacyin South African schools. In both theory and practice in schools, authority is often confused with authoritarianism. While the former is used by those in power as a mechanism for maintaining order, the latter manifests in unilateral action that disregards seeking the consent of stakeholders or taking their decisions into account. However, the main argument against authority in education is based on the claim that it robs learners and teachers of participation in school governance. This is because authority concentrates power in the hands of a single person or a small group of persons who then make and implement decisions about what to learn, how to assess learning and the makeup of the learning environment without consulting the very people these decisions will impact directly. This development has, therefore, become controversial in democratic schooling. Furthermore, authority has become a critical issue, given that resistance to all forms of authority has often been to the detriment of an orderly schooling environment. This chapter examines the basis and role of authority in education, the tenets of democracy, and the actualisation of democracy within the South African education system. A systematic review of literature from journal articles, books and websites was also employed to examine the tenets of democracy and the conflicts between traditional ideas of schooling and democratic schooling. The study revealed that educational authority, like any other type of authority, must exhibit democratic values, and for any educational practice or action to be considered acceptable and legitimate, it must be transparent and founded upon consultation and consensus. These criteria ensure that practices and actions within the sphere of authority are conducted openly and with input from relevant stakeholders. The study, therefore, concludes that while democracy may allow for the pursuit of personal interests without regard for others, democratic schooling should prioritise cooperation and collaboration above competition among relevant stakeholders.