The purpose of this article is to (re)introduce Paulo Freire's Pedagogy of the Oppressed to the study of contemporary African societies. Widely accepted as foundational work in the field of critical pedagogy, it is argued that Freirean scholarship and analysis is also useful in examining the top-down manner in which ‘development’ is currently being implemented on the continent. By examining the case of post-apartheid South Africa, this article posits that a Freirean understanding of liberation/freedom as a dialogical exercise can aid in opening up a productive avenue of critical enquiry regarding the post-colonial condition in sub-Saharan Africa. This analysis will use Freire's theoretical work in order to contribute to the literature regarding possibilities for more participatory, democratic and bottom-up struggles for social justice.
<p><em>This article engages with several important questions regarding the state of public transportation in South Africa. It provides a brief description of the historical legacy of apartheid in relation to public transport, and the challenges this posed to the government after 1994. This is followed by a summary of the changing policy frameworks in the post-apartheid era, and an examination of the current policies, trajectories, and major transportation projects within the country. For example, this includes a more detailed discussion of major infrastructure projects such as the Gautrain and Bus Rapid Transit (BRT) in the form of Rea Vaya. Overall, the article argues that the South African government is struggling to build an inclusive public transportation infrastructure that addresses issues of poverty, access, and inequality. Finally, the article will conclude with a set of recommendations to build a more inclusive transportation policy framework for South Africa. </em></p>
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