Teacher Unions and the State's Management of the COVID-19 Pandemic in the Provision of Basic Education in South Africa

The chapter explores the role of teacher unions and the state in managing the return to schools during the pandemic in South Africa. It contends that while narrow self-interests can often characterise their responses in the education sector, a more collective endeavour and inclusive decision-making response emerged as the social and economic devastation caused by the pandemic was appreciated. The pandemic has further highlighted the need to reconfigure education provision, with emphasis on collaboration and expanding boundaries. This is particularly relevant in the South African context given the persistent economic and social inequalities in the country. The chapter draws on a broad theoretical framework, including teacher union-state relations, decolonisation of the curriculum and alternative epistemologies. As such, it offers a unique and holistic lens to examine education provision, with relevance beyond the borders of South Africa. Besides drawing on existing research, the chapter provides new evidence in the context of the COVID-19 pandemic, with implications for policymaking and education practice.