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This article focuses on the construction of the Fourth Industrial Revolution (4IR) discourse and some of its educational implications from a South African perspective. Using Foucault's (1970) notion of enunciative modalities, and drawing empirically on the statements made by the Word Economic Forum, the South African government and some universities, this article shows that it is people in governments, the economy and academia who are positioned as authorities of delimitation who define what the 4IR is and who bring it into visibility. The article then shows that inevitability, STEM matter, instrumentalism and benevolence are the discursive coordinates around which the 4IR discourse currently revolves. The article also shows that it is crucial for human agency in the development of the 4IR to ensure that it is us, as human beings, who will determine how the 4IR will unfold, rather than have this future determined for us by machines.

AbstractThis paper looks at critical agency in the South African education system. There has been aconsistent linking of critical thinking with critical agency under apartheid, and that this wasconstructed by a 'critical struggle' (Touraine, 1985) against apartheid domination.However, this changed significantly in the post-apartheid moment, where compliance withthe newly elected government is emphasised, and could be viewed in terms of 'positivestruggles' (Touraine, 1986). These, however, limit critical agency in the post-apartheidformation. There is, nonetheless, evidence of critical agency being enacted in thepost-apartheid education system. The importance of highlighting those forms of criticalagency is crucial in order to enhance social justice in the post-apartheid educational systemand society. This paper also links critical agency in the post-apartheid situation with thepostcolonial and postmodern conditions because such conditions affect the possibilities ofcritical agency not only in South Africa but more generally.

In this paper we chronicle the development of Human Rights Education (HRE) in South Africa within contemporary structures and processes of curricular reform in the country. We argue that human rights have been constituted as a discursive regime within education that traverses all education policy texts: laws, white papers, guidelines, recommendations and regulations. As such it has found a distinct expression in the new schools' curricula for General Education and Training (GET) and Further Education and Training (FET). We explore the history, processes and structures related to the infusion of human rights into the curriculum in two ways. First, the codification of HRE in the curricula is a product of a continuity and discontinuity with the anti-apartheid struggle for social justice and resistance to apartheid education. Second, the centrality of HRE in the curricula in South Africa is driven by a compliance-approach aimed at meeting an array of international obligations as far as HRE is concerned. In this compliance with global directives HRE in educational policy texts become political symbolic articulations that derive its 'logic' in large measure from the human rights language that is constructed within the systems of the United Nations.

Examines the more subtle & modern forms of racism in postapartheid South Africa through an analysis of the education system & the case of open schools. It is argued that the distinction between desegregation & deracialization is exposed through the racist practices of open schools. Rather than exclude blacks based on their color, schools now use exclusionary admission policy & the front of single cultural or religious schooling to maintain a de facto apartheid. 41 References. M. Greenberg