Celebrating the success of working-class children

It is no harm to celebrate excellence, but what about the children in townships who graduate with their Grade 12 certificates? Their successes – achieved against the odds – deserve equal, if not greater, recognition.

A letter to the Premier of the Western Cape

From PROFESSOR SIGAMONEY NAICKER

Dear Premier and Members of the Provincial Parliament,

As we await the announcement of the 2024 matric results, the Western Cape continues to face deep-rooted social instability, with gang violence and crime ripping through communities, particularly in working-class areas. The recent tragic shooting of a 14-year-old child serves as a stark reminder of the conditions under which many of our youth are expected to thrive. Against this backdrop of adversity, it is disheartening to see that our provincial celebrations of educational success primarily focus on the achievements of elite schools, perpetuating a narrative that overlooks the resilience and determination of working-class children.

It is no harm to celebrate excellence, but what about the children in townships who graduate with their Grade 12 certificates? Their successes – achieved against the odds – deserve equal, if not greater, recognition. While children from privileged backgrounds benefit from supportive parents, private tutors and stable environments, working-class children navigate a far more challenging reality. For many, there are no role models in education, as their siblings, parents, aunts and uncles have not benefited from the system. Yet, these young people persist, demonstrating immense staying power and commitment to their future.

The dominant narrative in education in the Western Cape is rooted in a triage model, which prioritises certain groups of learners while leaving others to fend for themselves. This approach is wholly inappropriate in a province where every child should matter. Coupled with this is the perpetuation of a deficit model, which wrongly focuses on individual and family shortcomings as the cause of poor educational outcomes. This false narrative shifts the blame onto the vulnerable while ignoring the systemic barriers that perpetuate inequality.

The increasing distance between the bureaucracy and the people it serves is another factor that exacerbates this inequality. It seems Max Weber was correct on the issue of bureaucracy more than a century ago. Based on my experience, decision-makers in government often operate from an insulated perspective, detached from the lived realities of those in disadvantaged communities. Policies are developed in boardrooms, far removed from the day-to-day struggles of the children and families they are intended to benefit. Bridging this divide requires a deliberate effort to engage directly with affected communities, listen to their voices, and incorporate their experiences into policymaking. Only by grounding our strategies in the realities of working-class communities can we create policies that are truly equitable and effective.

If we are serious about ensuring that poor children benefit from education, we must advance systemic change. It is time to go back to the drawing board and design an education system that genuinely uplifts and supports vulnerable learners. To do this, we must recognise and celebrate their achievements, which often come at great personal sacrifice. Here are some proposals to bring equity into our recognition of educational success:

Community-based graduation ceremonies
Host township-specific ceremonies where the efforts of Grade 12 graduates from these communities are celebrated. These events can be organised in collaboration with local schools, community leaders and parents. Recognising these graduates in their neighbourhoods sends a powerful message that their success is valued.
Provincial awards for resilience
Establish a provincial awards programme for students who have demonstrated exceptional perseverance in the face of adversity. Categories could include awards for students from single-parent households, those who overcame significant personal challenges, or students who excelled academically while supporting their families financially.
Storytelling campaign: heroes of resilience
Launch a campaign featuring the stories of working-class students who have achieved their matriculation despite overwhelming odds. These stories can be shared in newspapers, on social media and in schools across the province. This initiative would inspire other students and show the broader society the value of recognising diverse forms of excellence.
Mentorship programmes
Pair graduates with successful professionals from similar backgrounds who can guide them on their career or educational journey. By creating visible role models within their communities, we can help counter the narrative that education does not benefit working-class families.
Support for further education
Celebrate matriculants by awarding bursaries, scholarships, or access to skills-training programmes. Recognition of academic achievement must come with practical opportunities to pursue further studies or find meaningful employment.
Media platforms for township success stories
Encourage local and provincial media outlets to dedicate space to celebrating township graduates. This could include interviews, features and photographic spreads of matriculants and their families, acknowledging the collective effort that goes into each success story.
A day of recognition for working-class graduates
Create a ‘Working-Class Graduates’ Day’ in the provincial calendar, dedicated to celebrating the efforts of matriculants from underprivileged communities. This day can include parades, speeches and events at schools and community centres.
Transforming the narrative of success
The provincial education department should actively promote a narrative that redefines success to include resilience, effort and the ability to overcome obstacles. By doing so, we shift societal expectations and attitudes towards education in vulnerable communities.
Addressing systemic change
We need a bold review of the education system to address the structural barriers that hinder working-class children. A focus on inclusive policies, teacher training, curriculum reform and adequate resourcing is critical to ensure that every child has an equal chance to succeed. This is not just about addressing the symptoms of inequality but about rebuilding an education system rooted in social justice and equity.

Additionally, I propose introducing a tourism tax to support underfunded schools. Given the Western Cape’s global appeal as a tourism destination, it is only fair that the economic benefits of this industry extend to the most vulnerable members of our society. A small levy on accommodation or tourist activities could generate substantial revenue to improve infrastructure, provide resources and fund programmes in disadvantaged schools. Such an initiative would demonstrate a collective commitment to addressing inequality and ensuring that every child has access to quality education, regardless of their socioeconomic background.

Conclusion

Premier, as leaders and citizens of the Western Cape, we must bridge the gap between celebrating elite success and valuing the achievements of all our children. The journey of working-class students is often fraught with challenges that demand resilience and fortitude. Their success stories remind us that the pursuit of education in disadvantaged communities is not merely about grades but about hope, survival and the dream of a better future.

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Sincerely,
Sigamoney Naicker

Sigamoney Naicker, Extra-Ordinary Professor of Education, University of the Western Cape, is author of Education and the Working Class: Is There Hope for an Inclusive System?