The purpose of this research is to understand how inequalities in textbook access affect pedagogical practices and restrict access to critical thinking. Article 13 of the Convention on the Rights of the Child affirms children's rights to quality education and access to information. Section 29(1)(a) of the South African Constitution, Basic Education Rights Handbook, and Section 5A of the Schools Act oblige the state to procure and deliver textbooks. Drawing on Giroux's theory of critical pedagogy, 24 reflective reports of preservice history teachers are qualitatively analysed following their Work-Integrated-Learning, a 10-week school internship as part of their Bachelor of Education degree. Findings show unequal access and distribution, overcrowding, restrictions on taking books home, and neglected libraries. History textbooks, predominantly in English, also challenge equitable access. Additionally, mentor teachers' restrictive use of textbooks stifles multi-perspectivity and inhibits critical thinking. Learners are left with restricted or uncritical access, inhibiting their full potential.
Pranitha Bharath (Tue,) studied this question.