Description

Despite the vision of quality education for all, South Africa’s basic
education system remains saturated with the residual effects of apartheid and a dual education system still exists. There is something
amiss in the foundation of most South African schools. This study shares the journey of a primary school in Alexandra township, Johannesburg, that underwent significant transformation from an underperforming school to being lauded as a stellar example both in Alexandra and further afield. This is a qualitative constructivist grounded theory study with a constructivist ontology, and
interpretivist postmodern epistemology.

The study highlights the complexity of township schools through the use of three theories which formed the theoretical framework of the study. Ecological Systems theory noted the different systems
impacting a township school. Spiral Dynamics theory examined the context at the deeper level of worldviews and provided insights into the collectivist culture which still predominates in township schools. Finally, Systems Psychodynamic theory offered insights into the unconscious dynamics and social defences built into the school system. These defences served to protect the school community against the overwhelming anxiety present in township schools.

The study gathered data through 18 semi-structured interviews, documents, autoethnography and two listening posts. Data was collected on the transformation process before the COVID-19
pandemic and then on the impact of the pandemic. Data was analysed through initial, axial and thematic coding and resulted in the construction of themes which were then abstracted into theoretical codes after the final review of literature. Finally, a framework to facilitate the holistic transformation of South African township primary schools was constructed and nine key areas that
impact the primary task of learning and teaching were highlighted.

This study offers practical and theoretical contributions, including a theory of change for township schools. It specifies what should be changed, how it should be changed and why these changes will work. The study demonstrates how examining and dealing with the unconscious dynamics in a school may be able to address the conundrum which is township schools. The study explains the critical need to establish a foundation of containment so that the ensuing sense of safety enables learning and teaching. Insights are shared about how to provide containment, a key component of the framework. The study offers hope in the sea of despondence that threatens to overwhelm township schools.