A South-African perspective : managing learners’ right to freedom of expression in the classroom

Abstract

This study explores how teachers in post-Apartheid South Africa manage classrooms to promote freedom of expression while maintaining boundaries and ensuring learner safety, in the context of the country’s complex political landscape and history of human rights violations. The findings highlight that classroom management styles influence learners’ ability to express themselves, either fostering or inhibiting this constitutional right. The study also identifies the creation of ‘Safe Spaces’, where learners can freely share their beliefs and opinions without fear of prejudice, as a crucial yet under-examined aspect of classroom dynamics. Additionally, the generational divide among educators plays a pivotal role in shaping attitudes, beliefs, and teaching practices, with older teachers often adhering to traditional, more restrictive methods, while younger teachers are more inclined to promote open expression.