To move with a different view a critical review of physical education in South Africa

Abstract

The purpose of this study lies in its contribution to a critical analysis of physical education in South Africa and the provision of a framework aimed at its reconstruction, by pointing to the characteristics of a curriculum which has both social relevance and offers political empowerment in the context of the former oppressive system of apartheid education. The general methodology of this study primarily revolves around the work described in four interrelated chapters, namely: A conceptual- framework which is informed by an analysis of Christian national education and fundamental pedagogics in order co determine the philosophy which has driven apartheid education and to compare this philosophy with hat. of Critical Pedagogy. IE is hoped that a critica1 pedagogy will inform a new educational dispensation. Africa which will address the following topics: In South Africa, physical education faced a paradoxical situation in public schools. Compared to other school subjects, it was accorded a Iow institutional status in terms of resource support, but, was assigned a relatively high political status in terms of the ideological goals of the apartheid State. Historical theoretical perspectives. The role of the state, as a direct or indirect actor in the determination of the school curriculum in the developing world and in this case South Africa. The institutional status. Three problem areas characterise the low institutional priority of physical education compared to other school subjects within the school setting viz. , the allocation of instructional facilities, the distribution of educational- personnel and the examination status of the subject.