Cultural Barriers to Education: Addressing Absenteeism among Marginalized Groups in South Africa

Abstract

Absenteeism is a significant issue in South African education, particularly among marginalized communities in rural and impoverished areas. Despite policy efforts to improve access to education, learners in these regions face challenges that limit their regular attendance and participation. This paper explores the cultural and socio-economic factors that contribute to absenteeism, with a focus on language barriers, traditional gender roles, and poverty. The use of English as the main language of instruction alienates learners who speak indigenous languages, leading to disengagement and persistent absenteeism. Traditional gender roles in rural areas often prioritize household duties and income-generating tasks over education, disproportionately affecting girls. Socio-economic issues, such as poverty, lack of transportation, and inadequate educational resources, further worsen absenteeism. Grounded in Paulo Freire’s theory of Critical Pedagogy, this paper emphasizes the need for culturally sensitive strategies to address absenteeism and promote educational equity. Through a qualitative approach, involving semi-structured interviews with learners, teachers, and community leaders, the paper seeks to uncover the underlying cultural and socio-economic factors that contribute to absenteeism. The findings aim to provide effective solutions to reduce absenteeism and improve educational outcomes for marginalized learners in South Africa, helping to break the cycle of poverty and inequality. The paper recommended that culturally sensitive educational policies and community-based interventions be implemented to reduce absenteeism and improve educational access for marginalized learners in rural South Africa.

Keywords

• absenteeism
• educational equity
• socio-economic barriers
• cultural barriers
• marginalised learners