Dr. D, a South African university lecturer with over a decade of experience in teaching Classics and Ancient Cultures, offers a reflective view on education in post-apartheid South Africa. With a background shaped by a family of educators, she combines personal history with academic insight to explore how Classics can adapt to a context marked by inequality, linguistic diversity, and shifting priorities. Her current doctoral research examines St. Augustine and the Christian conflicts in North Africa — a topic that bridges ancient studies with Africa’s own intellectual heritage.

Interview

Q: How would you describe the state of Classics education in South Africa today?
A: Classics is very much alive in South Africa, though it carries the weight of a complex, colonial past. The field is adapting to local realities, addressing both its problematic history and its relevance in a post-apartheid educational landscape.

Q: How has apartheid shaped the current education system and access to Classics?
A: Apartheid left deep scars. Under the Bantu Education system, Black students were taught an inferior syllabus with limited resources, while white students had access to better schools and materials. Although reforms began after 1994, inequalities persist — many public schools still lack facilities, and the quality of education can differ dramatically across regions. Even today, private school fees are sometimes charged at schools that aren’t truly private.

Q: What challenges do students face when entering university-level Classics courses?
A: Many students arrive underprepared because of disparities in schooling. South African universities often run two streams for first-year students — one for those who scored above 65%, and an extended programme for those between 62% and 65%, which includes supplementary reading and writing support. For some, English isn’t a first language, so we provide extra help to bridge that gap. By graduation, most students reach the same level as international peers, but the first year is always challenging.

Q: What is your current teaching and research focus?
A: I’ve been teaching for about 11 years, primarily in the Ancient Cultures department, where I currently oversee a large first-year course with over 200 students. My doctoral research focuses on St. Augustine and the Christian conflicts in North Africa — an area that connects African intellectual history with broader classical thought.

Q: How does the South African university system differ from others?
A: In South Africa, you can teach at a university with a master’s degree, though most lecturers pursue PhDs while teaching. The workload is heavy, and with large classes, research progress can be slow. But the teaching experience is immensely rewarding.

Q: What are some of the biggest systemic challenges?
A: Resource inequality and underfunding remain major barriers. Many students come from homes without books or a strong reading culture. Economic hardship, limited access to technology, and language barriers all compound these issues. Early childhood education — particularly literacy in the mother tongue — is critical for long-term improvement.

Q: What role does language play in the study of Classics in South Africa?
A: Very few students learn Latin or Greek at school — sometimes fewer than a dozen take national Latin exams each year. Most begin these languages at university from scratch. Some private or alternative schools still teach them, but there’s a shortage of qualified teachers. Given the need to strengthen South African languages in schools, Latin and Greek cannot realistically be a priority at the basic level.

Q: How do students typically engage with Classics once they begin university?
A: Many register for Ancient Cultures simply to meet degree requirements, without much prior exposure. Some are surprised by the material — texts like Gilgamesh or Homer — and either develop a genuine interest or discover it’s not for them. Those who stay often find deep connections between ancient and modern Africa.

Q: What are your hopes for the future of Classics in South Africa?
A: My greatest wish is that students enter university with stronger reading and comprehension skills, allowing them to engage more deeply with ancient texts. I also hope we continue decolonising the discipline — not by abandoning it, but by reinterpreting it through African contexts. Technology and distraction are new challenges, but with focus and creativity, the field can thrive.