Protecting jobs and lives: Teachers’ passive resistance and subtle protest to curriculum policy in Lesotho, South Africa and Zimbabwe

Abstract

Most studies on teacher resistance to curriculum policy and reform implementation focus on teacher activism and visible acts of resistance. But there is growing interest in teachers’ passive resistance and covert protest in the face of intimidating state power. This paper theorises subtleties of teacher protest in three Southern African states – Lesotho, South Africa and Zimbabwe. In these countries, teacher strikes, class boycotts and sit-ins have received heavy handed reaction from the government, resulting in psychological intimidation, physical assaults and incarceration. The key question driving this paper, therefore, is: Faced with shrinking democratic space, how are teachers in Lesotho, South Africa and Zimbabwe recalibrating protest strategies? This paper argues that state repression pushes teachers to retreat from active protest and resort to subtle protest, to protect their jobs and lives. The unique contributions of this paper are that it borrows James Scott’s typology of ‘everyday invisible acts of resistance’, developed from an anthropological study of peasants struggle in a Malay village, to theorise teacher resistance in pseudo-democratic spaces. It also generates novel insights on how teachers continue to resist curriculum policy while sending false signals of compliance to repressive state power.