By Lerato Mpembe
A recent investigation into allegations of racism at Pretoria Girls High School (PGHS) has recommended charges of misconduct against the school’s principal, deputy principal, and several staff members, raising concerns about the management and culture within one of South Africa’s prominent former Model C schools. An independent report by Mdladlamba Attorneys, commissioned by the Gauteng Department of Education (GDE), details a range of issues, from alleged selective discipline based on race to irregular hiring practices, casting a spotlight on the school’s leadership and governance. Education MEC Matome Chiloane has pledged to act on the report’s recommendations, emphasising the department’s commitment to addressing systemic racism and ensuring accountability.
Background and Scope of the Investigation
The investigation at PGHS emerged in response to a series of incidents that brought racism allegations to the forefront. The probe began in July after reports surfaced about a “whites-only” WhatsApp group involving 12 white female students, some of whom held leadership positions at the school. The group allegedly shared racially insensitive comments, including remarks minimising the grievances of black students.
Prompted by these allegations and subsequent student protests, the GDE engaged Mdladlamba Attorneys to conduct an independent investigation. The report would explore claims of racial discrimination in school disciplinary practices, irregularities in hiring and management decisions, and the overall culture at PGHS. The scope extended beyond the WhatsApp incident to examine underlying patterns and practices contributing to what the report suggests as a “distinctive racial culture.”
Findings of the Report – Management and Governance Issues
The findings revealed a complex web of management failures, with the report calling for misconduct charges against key personnel, including the principal, deputy principal, and other staff members. The investigation pointed to issues in the hiring process, where the principal and HR manager were found to have shown favouritism in appointing certain staff members based on race rather than qualifications. For instance, the finance manager’s appointment was highlighted as lacking adherence to policy requirements, sparking further questions about transparency and accountability.
The report also took issue with the role of the School Governing Body (SGB), with allegations that the chairperson interfered in matters beyond their jurisdiction, affecting the autonomy of the MEC and the GDE’s oversight.
Culture of Racism – Selective Discipline and Daily Interactions
One of the most disturbing aspects of the report relates to claims of racial bias in discipline and day-to-day interactions. The investigation found evidence of “selective discipline,” where students of different races were treated unequally, perpetuating a perception of institutionalised racism. Some white teachers reportedly refrained from greeting black colleagues, reinforcing feelings of exclusion and hierarchy based on race.
This discriminatory conduct extended beyond students, with evidence suggesting that some black staff members were treated as subordinate by their white colleagues. The principal admitted to struggling with this dynamic, as some administrative staff members hesitated to report incidents due to fear of retaliation or being ignored.
Allegations Against the Estate and Finance Managers
The report outlines allegations of irregular management practices concerning the estate and finance managers. The estate manager, who has held the position for several years, allegedly reserved certain roles, such as gardener supervision, for white staff, deterring black applicants. Additionally, it was discovered that the estate manager had permitted the principal’s spouse to use school vehicles and even authorised him to make purchases, raising significant conflict-of-interest concerns.
Similarly, the finance manager’s appointment was flagged as problematic, with Mdladlamba Attorneys finding that she lacked the required qualifications for the role. Her selection, reportedly based on skin colour rather than merit, was seen as a violation of employment policies, contributing to a culture of preferential treatment based on race.
Broader Implications of the Findings for Education and Policy
The revelations at PGHS are part of a larger conversation about the role of former Model C schools in perpetuating racial biases and disparities. Many of these institutions, established during apartheid, are still seen as sites of privilege that cater predominantly to white students and staff. The findings at PGHS echo similar issues at other schools, underscoring the need for systemic reform to prevent institutionalised racism in educational settings.
Education MEC Matome Chiloane has pledged to take decisive action, using PGHS as an opportunity to set a precedent for addressing racial discrimination. The department has previously acted on similar cases, and Chiloane’s commitment to implement the report’s recommendations reflects a broader strategy to ensure equitable and inclusive education for all South African learners.
Reactions from Parents, Students, and the Broader Community
The findings have sparked mixed reactions from the PGHS community. Some parents have expressed relief that the issue is being addressed, while others worry about the school’s reputation and potential disruptions to their children’s education. Students, particularly black learners, have voiced frustration with the persistent lack of equity and the slow pace of change, feeling that their experiences have been overlooked for far too long.
Advocacy groups and community leaders have also weighed in, calling for a transparent and fair disciplinary process. Some have suggested implementing mandatory diversity and inclusion training for staff and students, alongside policy changes to prevent future incidents.
Addressing the Underlying Culture of Racism
While the report stops short of labelling PGHS as institutionally racist, it does suggest a “distinctive racial culture.” This distinction is crucial, as it indicates that racist behaviours may be ingrained in the school’s practices and attitudes, even if not explicitly codified. Transforming such a culture requires more than addressing individual cases of misconduct; it involves a comprehensive approach to fostering inclusivity.
The GDE’s response highlights the importance of policy reform and oversight, with Chiloane underscoring the need to implement “lasting change” at PGHS and similar schools. This could include regular audits, stricter hiring guidelines, and a commitment to representation at all levels of school administration.
Section 8: Challenges in Enforcing Accountability and Implementing Change
Enforcing accountability at PGHS will not be without challenges. Schools are often resistant to outside interference, and disciplinary actions against senior staff members could spark backlash from those who see it as an intrusion. Nonetheless, the GDE’s stance is clear: systemic racism and misconduct will not be tolerated in schools.
However, experts caution that accountability must be paired with a proactive strategy for change. Creating inclusive environments where students of all backgrounds feel safe and valued requires continuous effort, from developing anti-racism policies to promoting a school-wide culture of respect and empathy.
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