CONFRONTING REPRESENTATION IN SCHOOL GOVERNING BODIES: WHERE IS THE VOICE OF THE LEARNER?

School Governing Bodies (SGB’s) are a legal institution that is meant to bring about democracy in the governance of secondary schools in South Africa. Representation is prescribed by the state and there are tasks assigned to each portfolio. Principals have a duty to develop each member of the SGB with special emphasis on learner representatives. The article investigates the part played by learner representatives in School Governing Bodies (SGBs) in some public schools in South Africa. A study of 16 schools was undertaken in the Engcobo district of the Eastern Cape. Learner representatives, principals, teachers, parents and non-teaching staff members who are members of the SGB’s participated in the research. Qualitative research was used, with interviews playing the major role in the investigation. Observations and focus group discussions were also used for data collection. The study draws on the critical emancipatory theory. This theory was chosen because it purports to make the world a better place to work and live in. The results revealed that learner representatives are not provided the opportunity and guidance they need to make a meaningful contribution to the governance of the schools through their role as learner representative on the SGB, as prescribed by the South African Schools Act (SASA), Act 84 of 1996.