scholarly journals Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices

2020 ◽  
Vol 2020 (1) ◽  
Author(s):  
Taskeen Adam
Keyword(s):  
Social Justice ◽  
South African

scholarly journals Critical agency in the post-apartheid education system

2015 ◽  
Author(s):  
Nazir Carrim
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Critical Thinking ◽  
South African ◽  
Educational System ◽  
Education System ◽  
The South ◽  
African Education ◽  
South African Education

This paper looks at critical agency in the South African education system. There has been a consistent linking of critical thinking with critical agency under apartheid, and that this was constructed by a ‘critical struggle’ (Touraine, 1985) against apartheid domination. However, this changed significantly in the post-apartheid moment, where compliance with the newly elected government is emphasised, and could be viewed in terms of ‘positive struggles’ (Touraine, 1986). These, however, limit critical agency in the post-apartheid formation. There is, nonetheless, evidence of critical agency being enacted in the post-apartheid education system. The importance of highlighting those forms of critical agency is crucial in order to enhance social justice in the post-apartheid educational system and society. This paper also links critical agency in the post-apartheid situation with the postcolonial and postmodern conditions because such conditions affect the possibilities of critical agency not only in South Africa but more generally.

scholarly journals The right to be Freepeople: Relational voluntary-assisted-advocacy as a psychological and ethical resource for decolonizing intellectual disability

2018 ◽  
Vol 6 (2) ◽  
pp. 556-574 ◽  
Author(s):  
Charlotte Capri ◽  
Leslie Swartz
Keyword(s):  
Social Justice ◽  
Intellectual Disability ◽  
South African ◽  
Daily Life ◽  
Social Activism ◽  
Relational Ethics ◽  
Thematic Content Analysis ◽  
Political Conditions ◽  
The Right ◽  
Empirical Material

Participating in social activism implies responsibility for its exchange and creation. We focus on Intellectual Disability (ID) as an advocacy site for individuals who are dependent on assistance with activities of daily life, and attend to the process of taking care during social justice projects. Our paper responds to current South African social justice controversies perpetrated against people who may be unable to independently mobilize against increasingly othering – even deadly – socio-political conditions. Underpinned by relational Ethics of Care, voluntary-assisted-advocacy can be a psychologically relational, intersubjective, and societal project that strives for ID citizenship-making and social justice. This paper draws on numerous interviews and a number of ethnographic observations in exploration of ID care. Empirical material was subjected to thematic content analysis, and participant quotes bring our argument to life. Relationships among people with Intellectual Disability (PWID) and non-ID assistant-advocates are asymmetrical. We can either uphold dominant non-ID voices, or transform socio-political ruling relations that maintain dependence on conditions of power and inequality. Our contributions to the advocacy we co-create today will shape the activism we will depend on in the future. We consider relational voluntary-assisted-advocacy as a psychological and ethical resource for sustainable, mutually satisfying social change.

Social Justice and Inclusion of Children With Diverse Needs in Mainstream Schools

2018 ◽  
pp. 171-185
Author(s):  
Velisiwe Gasa
Keyword(s):  
Social Justice ◽  
South African ◽  
South African Context ◽  
The Social ◽  
African Context ◽  
The Relationship

This chapter opens with a broad statement that coins the social justice and inclusion as prominent concepts. The foundation is laid by giving a clear background using a South African context where there is a gap between the policy and implementation of social justice and inclusion of children in mainstream schools. This explanation goes further when the social justice, inclusion, and related concepts are conceptualised and the relationship brought forth. The main issues that temper social justice and inclusion in the mainstream schools are debated. Furthermore, there is an engagement regarding practices that hamper social justice and inclusivity of children with diverse needs. Finally, the solutions and recommendations that can be considered in dealing with the issues, controversies, or problems presented in this chapter are highlighted.

The Impact of Knowledge and Attitude of SGB Members Toward Adoption of Social Justice and Democracy

2021 ◽  
pp. 1642-1663
Author(s):  
Austin Musundire ◽  
Rudzani Israel Lumadi
Keyword(s):  
Social Justice ◽  
Public Schools ◽  
Special Reference ◽  
Language Policy ◽  
South African ◽  
Effective Implementation ◽  
Knowledge And Attitude ◽  
Democratic Principles ◽  
And Behavior ◽  
The Impact

The purpose of this literature study was to investigate the impact of the knowledge and attitude of School Governing Board (SGB) members towards adoption of social justice and democratic practices for quality education in South African public schools with special reference to the language policy. Findings indicated that that bias is still a challenge in the institutions of learning in South Africa in terms of the implementation of the language policy by the members of the SGB. It was also found that increasing the level knowledge of the members; SGB members regarding social justice and democratic principles and practices with special reference to the South African language policy will change their attitude and behavior geared towards improved implementation of the same policy. It is also concluded that effective implementation of change management models can also coordinate the link between knowledge development, change of attitude and behavior towards effective implementation strategies of the language policy.

scholarly journals Land, group identities and competing justice values in South Africa: Reformed perspectives on embracive justice and permeable identity formation

2019 ◽  
Vol 53 (1) ◽  
Author(s):  
Nico Vorster
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Identity Formation ◽  
South African ◽  
Social Contexts ◽  
Political Interests ◽  
Two Factors ◽  
Group Identities ◽  
State Of Affairs ◽  
The Relationship

This contribution argues that competing justice values are hindering progress in the land debate in South Africa. Two factors contribute to this state of affairs: Firstly, social justice is a multifaceted concept undergirded by a range of values. These values often stand in tension with each other, especially when it comes to intergenerational conflicts and transitional social contexts. Secondly, South African approaches to justice seem to be closely related to group identities, particular historical experiences and political interests. To address the impasse on land, we need to recalibrate our disposition to the hierarchy of justice values and the priority we assign to each value. Moreover, we need to address the relationship between justice dispositions and identities. The question posed is the following: Can reformed-theological resources add an extra ingredient to our understanding of social justice? What would be the implications of such a recalibration for our understanding of human identity? This article proposes the concept of embracing justice as orienting principle in resolving the land issue. Furthermore, it draws on reformed notions of self-denial and cross-bearing to advocate a permeable notion of identity that internalises and enacts the demands of embracive justice.

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