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ABSTRACT
South Africa labours under a bimodal education system in which inequality is deeply entrenched. Approximately 83% of schools are classed as being ‘dysfunctional’ and many learners are not effectively equipped for meaningful futures. Learners who are able to attend the few functional schools are generally able to attain better jobs and provide for families – meaning that the wealthy continue to receive the best education. Social mobility is a dream very few can actually achieve. The introduction of the CAPS curriculum has made allowance for some Drama from Grade R to Grade 9; however, multiple problems can hinder its impact.
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Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Terri Anne Elliott holds a master's degree in Directing and Applied Theatre. She currently lectures in Education and Applied Theatre at the University of Cape Town. Terri is passionate about finding solutions to the issues of inequality within South African education, and further understanding how drama and theatre can benefit different communities.
Notes
1. A separate system of education for students of colour during apartheid (Mda and Mothatha Citation2000).