.
Introduction
The interaction of neoliberal reforms, historical legacies, and the Fourth Industrial
Revolution's (4IR) rapid advancement are reflected in the South African educational
system, which is a representaion of worldwide developments. Teachers are being
asked to use critical agency in navigating these challenges more and more as
academics and practitioners. In order to analyze, critique, and assess the
educational consequences that arise from the context of teachers as researchers,
neoliberalism, the uberization of education, and youth unemployment, this essay will
give a thorough reflection and reflexivity using critical agency techniques.
Why do teachers need critical agency?
Critical agency refers to the capacity of individuals to consider, evaluate and respond
to the things that influence their lives (Giroux, 2011). According to Freire (1970),
teachers are transformative intellectuals who oppose oppressive institutions and
encourage students to become engaged citizens by coming up with answers to
pressing issues like pollution and global warming; they are more than just knowledge
providers (Ngbeni et al, 2023). Critical agency in education enables educators and
learners to question oppressive systems, think critically, and create inclusive,
equitable learning environments (Kelley, 2021).
The Curriculum and Assessment Policy Statement (CAPS), which was introduced in
the post-apartheid era with the intention of making learning outcomes standardized,
failed to meet the varied needs of learners in underfunded schools (Jansen, 2019).
Many schools continue to experience violence, improper infrastructure, and a lack of
resources like textbooks and technological tools, because of the curriculum
revisions, which have also caused teacher overload and poor student performance
(Ngobeni et al., 2023).
Critical agency can be used to solve the flaws of the existing CAPS curriculum in
South Africa by encouraging students to actively participate in changing their
educational and social surroundings, and critically think about their circumstances.
The CAPS curriculum has drawn criticism for its lack of development of critical
thinking skills, content overload, rote memorization, and standardization (Simnandi,
2023). Students are encouraged by critical agency to pinpoint the sources and
consequences of their experiences, including injustices that are reinforced by the
educational system, and to come up with ways to make a change (Isaacs, 2014).
Ways in which critical agency influence the role and practice of Teacher
Researcher
This agency fosters autonomy, enabling teachers to design research that addresses
social justice, equity, and inclusivity in their classrooms and schools Critical agency
encourages teachers to become researchers by getting them to critically reflect and
question current educational norms, inequities and systems. This promotes
autonomy, allowing educators to create research aimed at addressing social
injustices, inclusive education and equality in schools (Cole et al., 2022). Reflection
and reflexivity is when teachers analyse and evaluate their teaching pedagogies and
strategies and do research to try and improve how they teach (Musgrave, 2019). In
this way, they challenge traditional teaching methods and it helps them point out any
biases that may be present and execute changes that will enhance the learning
process (Musgrave, 2019). For instance, I have seen an improvement in my teaching
methods from my first year until now. In my first year, I relied on traditional teaching
methods that put the teacher at the centre of the learning process, where they were
the ones talking throughout the lesson and minimal learner engagement was
evident. Now, through reflection and reflexivity, I have found better ways of creating
a learner-centred classroom. I have also found ways to include technology in my
lessons even though resources at a school are scarce but through doing research, I
have found ways of improvisation to allow all learners to be engaged in the lesson
despite the lack of resources.
In order to advance social justice and emancipation, critical theory, a comprehensive
social theory, challenges prevailing ideologies, power systems, and social injustices.
It offers the theoretical underpinnings for comprehending the ways in which societal
institutions affect both people and groups (Giroux, 2023). Critical pedagogy is a
theory rooted in critical theory; it emphasizes fostering critical consciousness in
learners to challenge and change oppressive institutions through engaging and
dialogic learning (Research Guides: Critical Theory Pedagogies Guide: Critical
Pedagogy, n.d.). All-in-all, the critical theory provides the systematic framework,
critical pedagogy puts the framework into educational practice, and critical agency is
the action taken by either people or groups as a result of the process. They work
together to create a cycle of knowledge, instruction, and action aimed at societal
change (Postma, 2015).
Critical classroom
A critical classroom is an educational setting where educators and learners work
together to question and challenge injustice and power systems in order to gain
knowledge that will lead to social change (Project South, n.d.).
In my second year of university, two of my lecturers made us do group and
classroom discussions in every lecture we did. During the lecture, we were asked to
discuss with the person next to us on a topic that was covered during that lesson.
After the discussion, we would share or discussions with the lecturer and the rest of
the class. Over time, these discussions gave me insight into what other students
though on the matters that were raised during the lecture and it played a role into
making me a critical thinker. One of the issues raised in these lectured was teachers
code switching when they teach. Having gone to a public school that had diverse
educators, some of the used to code switch to help us better understand the content
since English was not our home language. I had always though hat code switching is
not harmful but helpful to learners who’s home language is not English. One of the
other students highlighted how code switching when teaching puts learners at a
disadvantage when it comes to writing assessments as those assessments will be
written in English and not the language that the teacher switches to from time-to-
time. This made me realise that as a teacher I need to be careful with the decisions I
make in the classroom because although I may have a good reason for doing
something, it may not always be good for my learners. Instead, I need to be a
teacher who is critical about their pedagogies and aims to find better ways of
achieving the same outcome.
Neoliberalism and Education
Neoliberalism, as a political and economic belief, has greatly restructured education
by lodging market values such as privatization, competition into education systems.
This change turns education into a commodity by reconsidering its goal from creating
critical, democratic citizens to creating people who will be contributors to the
economy (Santone, 2025).
Neoliberal policies encourage privatization of schools and increase competition when
it comes to parents choosing schools for their children. Wealthier parents will most
likely chose to send their kids to private schools since they have more resources.
This worsens inequalities, as children from poorer families have to go to public
schools, which are overcrowded and under-resourced (UKEssays, 2018).
Standardized testing and quantifiable results are seen as more important in the
curriculum, which emphasize skills that are thought to be marketable, usually at the
expense of subjects that require critical thinking. Teaching and learning are shaped
by assessment, which also contributes to social stratification and property values
because schools compete on test scores (Hursh, 2007).
Teachers are under pressure to meet educational outcomes and targets which imites
their creativity as they have strict schedules and deadlines they need to meet.
Education becomes outcomes-based, putting having a standardized curriculum over
an education system that is critical and democratic (Desierto & De Maio, 2014).
Learners are seen as consumers and human capital, having financial burdens like
being in debt and being anxious and stressed. Education is structured as a
transaction that benefits the economy rather than a means to develop pupils socially
or personally (Nikpouya & Zareian, 2024).
Schools function similarly to businesses, prioritizing efficiency, competitiveness in
the market, and branding. Leadership takes on managerial responsibilities,
emphasizing cost-effectiveness and performance indicators, frequently
compromising a school environment that is inclusive and democratic (Hursh, 2007).
Uberisation of education and university
Similar to how Uber links drivers and passengers, the term "uberization of education"
describes the use of digital platforms to link students directly with instructors or
learning materials whenever they're needed. Personalized, flexible learning that is
suited to each student's needs, is made possible by this idea, which frequently offers
more accessibility and cheaper prices while letting students decide what, when, and
how they want to learn (Khusyainov, 2022). However, it might lead to decreased
social contact and peer engagement in the classroom.
Neoliberal insertions in universities is adopting market-driven concepts like
efficiency, competition, and consumer choice in higher education. In order to bring
universities closer to business models and lessen the importance of public money
and social mission, this move frequently places an emphasis on privatization,
performance measurements, and seeing students as customers (Czerniewicz,
2020). The Fourth Industrial Revolution (4IR) is defined by technologies like artificial
intelligence (AI), big data, virtual reality, and neural networks. Students must acquire
new abilities and competencies, such as digital literacy, multidisciplinary knowledge,
flexibility, and ethical awareness (Carrim, 2022). These technologies must be
incorporated into educational institutions in order to offer individualized, immersive
learning experiences and to get students ready for a labour market that is changing
quickly. However this also brings up issues like technological unemployment, moral
dilemmas, and the requirement for courses that teach democratic ideals and social
justice in a society that has gone digital (Krishnannair & Krishnannair, 2021).
Uberization encourages self-directed learning during the learning processes since it
gives learners more control over the pace at which they work and the content they
choose (Fitzgerald & Gunter, 2017). While sociability is less stressed than in
traditional settings, peer collaboration can take place through online forums and
digital platforms, and interactions with educators take place through virtual
communication platforms( Fitzgerald & Gunter, 2017).. Teachers' instructional roles
are evolving, becoming more consultants than lone knowledge bearers. Teachers
become consultants rather than bearers of knowledge, changing their roles in the
classroom (Grange, 2020).
Uberisation comes with some challenges like connectivity issues, loadshedding,
some students are not digitally literate and do not possess the skills to navigate
technological platforms (Czerniewicz, 2020). These challenges could negatively
affect the learning process by frustrating the people involved and these technologies
might not be easily accessible to everyone (Zou et al., 2025). Some students have
reported to feeling alone or isolated from their peers. This is because peer-
collaboration and engagement is limited due to uberisation, which leads to some
concerns about the quality of teaching and learning (Leibowitz, 2012).
Uberised student
Just on time service
As a student, you are likely to want content uploaded on time to get enough time to
go through it before a class and expect to receive timely feedback on student portals,
just like how an uber arrives on time.
Easy access to the Uber ride
Students have easy access to learning material and learning platforms anywhere,
just like how you can get an uber at any time wherever you are.
Service on ‘customers’ terms
A person has the choice to choose what kind of uber they want, whether it is uber
go, or uber black. In education, students get to choose when they want to access
learning material and have a variety of learning tools and platforms thy can use to
get more information like YouTube videos and online databases that contain
academic resources. They can tailor the material they use according to their learning
styles. For example, I am a visual learner I often need a visual representation of
what I am learning about, so I would opt for watching videos online that talk about
what I am looking to learn about. Other students may listen to podcasts or voice
recordings of someone explaining the content to them since they learn better by
listening to someone explain a concept.
Effortlessly consumed cost-based service and expectation of the best results
Since you pay for using an uber, you expect to receive the best services and more.
Similarly, we pay our university fees and expect to achieve good academic
performance and more. For example, at the University of Johannesburg we can use
our student emails to register for Microsoft Office apps and do not have to pay for the
license to use the apps. We are getting more out of our education from paying for
tuition fees. It also has an online library, which is free to use as a student, which
provides us with a variety or credible academic work and is accessible at anytime,
anywhere.
South African Youth Unemployment
The youth unemployment rate in South Africa is very high, with around 45.5% in
2024 and rose to 59.6% in 2025 between the ages of 15-24 (“SA Youth
Unemployment Remains Major Challenge Despite Job Growth” - CHANNELAFRICA,
2025).
The education system plays a role in the youth unemployment as it has outdated
curriculums that do not equip learners with the skills needed in today’s world like
critical thinking skills. There is also an unequal access to education, which further
increases youth unemployment and higher education institutions teach irrelevant
courses that are not in demand in today’s economy (Graham & Mlatsheni, 2015).
According to Larkin and Dludla (2021), South Africa has a few gaps in digital,
technical skills and 4IR competencies. These competencies involve data analysis,
coding and digital literacy. However, educational training institutions do not teach all
students these skills, which are in demand.
Conclusion
The South African educational system is a prime example of the complex
relationship between historical injustices, neoliberal reforms, and the Fourth
Industrial Revolution's (4IR) quick technological advancements. Teachers must use
critical agency to assess and react to the demands of neoliberalism, the uberization
of education, and youth unemployment in order to overcome these obstacles as
researchers and critical agents. The pressing need for systemic change that tackles
social justice and technology integration is made clear by drawing on critical theory
and pedagogy, empirical evidence, and personal experiences. Education in South
Africa can only adapt to the demands of the 4IR while fostering equity and equipping
young people with meaningful engagement in a changing economy through such
reflective and informed engagement.
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