Views on minibus taxi drivers and their role in supporting education

Abstract

The emphasis of this research is on minibus taxi drivers, how they can support education, and how they are viewed by all role players, namely users and non-users (observers). Education may make the minibus taxi drivers aware of the views held about them and how they can support education more effectively. Fostering the participation and learning of all role players may lead to more support for education. In doing so, the possibility exists that the minibus taxi industry can become aware of ways and means to support education. Hence, viewing the minibus taxi industry though alternative lenses may lead to the development of a model which can be used to encourage and guide the empowerment of minibus taxi drivers on a micro level but not forgetting the macro level. As Lefebvre (2020:68) argues, ‘There is a middle way between the dismissal of totality and the fetishism of the total, and a critique of everyday life can help define it.’ It may ultimately lead to an improvement in the attitudes of minibus taxi drivers. A qualitative research approach for exploring and understanding the views was followed. This study was situated within an interpretivist paradigm. A case study design was used. Lefebvre’s production of space theory and asset-based theory were used as the theoretical framework in conjunction with the Johari Window model. The research design and methodology including the case study design, convenient sampling, focus group interviews, semi-structured questionnaires, field notes, and observation were used for data collection and construction. Minibus taxis are not formally recognised as scholar transport by the Department of Basic Education (Gauteng Department of Education, 2011; Mngaza, van Zyl & Dhlamini, 2001), but are the most common mode of transport used by the majority of people in Gauteng and the country at large (Boudreaux, 2006). The Greater Pretoria Metropolitan Council found that nearly 50% of all daily trips generated per household were education related (Mngaza, van Zyl & Dhlamini, 2001). When taking into account that there are 12 932 565 million school learners (1,5 million from Gauteng) who are transported to schools or educational institutions daily, it becomes clear that transport plays a significant role in the lives of numerous school going learners, especially in urban areas (Mngaza, van Zyl & Dhlamini, 2001). Many of these learners use public transport, specifically minibus taxis, to attend school. The main findings contribute to the people-centred view of minibus taxi drivers. The concept of minibus taxi spaces supporting education is a universal one. Minibus taxi spaces have the possibility to support education through the methodology of the Johari Window combined with the typology of space for the development of minibus taxi drivers and scholar transport minibus taxi drivers. This study recommends the development of minibus taxi drivers; partnerships between schools, minibus taxis drivers and taxi associations; the creation of an educational, developmental and supportive space in the minibus vehicle; and a policy framework on the importance of a dedicated portfolio on minibus taxi drivers and scholar transport at schools. Minibus taxi space has the potential to be used for learning. Minibus taxi drivers are the only role players who can make this development in the minibus taxi space work. Key terms: views, public minibus taxis, scholar transport, space, Johari Window