Liberal democracy, education and social justice in Africa

It is a widely accepted view that military and other forms of authoritarian rule were employed in the governance of certain African countries during the early years of postcolonial period from the 1960s to 1980’s as indicated by Bangura (1992), Harber (1997) and Leon (2010). Besides, a few socialist-oriented, independent one-party states existed. The latter years (1990s into the 21st century), saw many independent African countries embracing ‘liberal democracy’ accompanied by market economic models. The introduction of liberal democracy on the African continent has not been without its controversies however, as some African and Carribean social scientists such as Ake (1993 & 1996), Mafeje (2002), Lumumba-Kasongo, (2005), Ngwane (2006) and Sankatsing (2004), have blamed this system for being responsible for much social wretchedness across Africa. The question is: (a) to what extent has liberal democracy delivered social equity on the continent; and (b) in which way do liberal democratic policies promote or impede the aims of education in a democratic society? Arguing from a critical theory perspective, this Article explores the way in which liberal democracy as a system of governance put limitations on education’s capacity to play the transformative role within society. It suggests that liberal democracy advocates equality of opportunities for all at the expense of social justice; and that this prevent education from playing its role as a tool for achieving greater equity within society through promoting human, social and economic development. Some conceptual considerations Critical theory as a broad scientific method is founded on the application of critique as a mode of investigation. Its roots originate from a philosophical and social theoretical tradition known as Frankfurt School. Founded in the early years of the twentieth century, its primary aim was to make a meaningful contribution to the struggle against all forms of domination (Darder et al., 2009). Horkheimer in Bohman, (2005), who coined the term ’critical theory’, suggested that a theory qualifies to be critical if it strives for “human emancipation”. This view is however limited as human emancipation in itself is not enough to bring about social justice unless it is accompanied by practical action. As Bohman (2005) rightly observed, however, three criteria must be met in order to make critical theory suitable for the purpose, namely: that it should be explanatory, practical and normative. In other words, it should explicate the shortcomings within existing social reality; establish the actors for changing the situation; and offer both the standards and attainable goals for social change. It can be argued therefore, that critical theory’s main aim is not merely social critique but more importantly to interpret contemporary social reality and to suggest Elizabeth Amukugo is a Namibian educational sociologist. She holds a BSc. (sociology and education); a Master of Social Sc. and a PhD from Lund University, Sweden. A former Member of the Namibian Parliament, she is currently a Senior Lecturer at UNAM. Her academic interests include education and social change; the quality imperatives in education; education and social justice; and educational leadership.