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Critically analysing the policy discourse on exclusionary practices in the South African education system

Philip Hlatshwayo

Curriculum Division, Faculty of Education, University of the Witwatersrand, Johannesburg, Gauteng, Republic of South Africa

ORCID: https://orcid.org/0000-0002-1469-0394

Yathika Gowpall

Central Academic Team, Faculty of Commerce, The Independent Institute of Education, Johannesburg, Gauteng Republic of South Africa

ORCID: https://orcid.org/0000-0001-5817-9419

Abstract

This article explores the intersection of educational policies and exclusionary practices in the South African education system, advocating for social justice and educational equity. While education is often viewed as a catalyst for societal advancement, systemic barriers continue to marginalise historically excluded groups. This research addresses critical questions about how current educational policies reflect and perpetuate systemic inequalities and the discursive strategies that position marginalised groups. Employing a qualitative document analysis framed by Legitimation Code Theory (LCT), this article utilizes Constellation Analysis to uncover the organizing principles and predominant dispositions embedded within inclusive education policies. A comprehensive review of key policy documents reveals how historical legacies of race, socioeconomic status, and disability persistently shape educational access. The findings indicate that despite policies aimed at promoting inclusivity, many fail to enact tangible change, thereby continuing to reinforce exclusionary practices. The analysis highlights the urgent need for targeted interventions that genuinely foster inclusivity and equity in educational opportunities.

Keywords: Exclusionary practices; marginalised; constellation; policy; discourse social justice; equity

How to cite this article: Hlatshwayo, P., & Gawpall, Y. (2025). Critically analysing the policy discourse on exclusionary practices in the South African education system. African Perspectives of Research in Teaching and Learning, 9 (1), 99-110.

DOI: https://doi.org/10.70875/v9i1article8