This paper provides insight into how the discourse of the New Unity Movement (NUM) can potentially contribute to educational development in the context of South Africa's social inequality. It describes the political lens of the NUM and how its discourse countered the oppressive forces of a capitalist-apartheid system, in a struggle for an alternative world order. NUM's discourse is posited as a progressive voice whose educational analysis and sound pedagogic principles could be recalled towards transforming education in South Africa today. Critical discourse analysis (CDA) is applied to recontextualise the societal role of teachers and the role of critique in what Fairclough (2010) describes as evaluating society and possible ways to change it. The analysis of the NUM's writing also draws on Gramsci's (1971) concept of hegemony that enables further insight into cultivating an educational philosophy that is emancipatory.