Schools as Enabling Environments for Democratic Classroom Practices: A Reflective Case Study from South Africa

Habasisa Molise; Xitshembiso Petunia Mugari; Joel Mamabolo

doi:10.57092/ijetz.v5i3.767

Authors

Habasisa Molise University of Limpopo
Xitshembiso Petunia Mugari University of Limpopo
Joel Mamabolo University of Limpopo

DOI:

https://doi.org/10.57092/ijetz.v5i3.767

Keywords:

Democratic classroom practices, Secondary education, Learner participation, Social reconstruction, South Africa

Abstract

Although democracy is widely recognised as a fundamental principle of society, its implementation in educational settings remains inconsistent. This study examines how secondary school educators integrate democratic principles and values into teaching, learning, and assessment. Using a qualitative descriptive-reflective case study design informed by the Child-Friendly Schools framework and social reconstructionism, the study involved eight educators and twelve learners from two secondary schools in Mogoshi Circuit, Limpopo Province, South Africa. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and document analysis, and analysed thematically. Six themes emerged: learner-centred pedagogy, inclusion, participation, discipline, educators’ influence on learner development, and educational transformation. The findings reveal a gap between educators’ endorsement of democratic principles and their implementation in classroom practices. This discrepancy highlights the need to translate democratic ideals into meaningful learner participation and inclusive pedagogical practices. The study recommends strengthening educators’ professional development in democratic pedagogy to promote the consistent integration of democratic values into secondary education in South Africa.

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Author Biographies

Xitshembiso Petunia Mugari, University of Limpopo

Post-Graduate student

Joel Mamabolo, University of Limpopo

Professor in Curriculum Studies

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