1,720,974 research outputs found
Advancing the Learning Equity Agenda through a Social Constructivist Epistemology to Teaching and Learning in the Curriculum
No full textInterrogating the Social Class Assumptions and Classroom Implications of Bernstein’s Pedagogic Discourse of Visible and Invisible Pedagogies
No full textInterrogating the dialectical relationship between society and the school curriculum: an educational sociology perspective
No full textHigher education, gender and the quest for democratic communication in sub-Saharan Africa
No full textEmbracing equitable learning in managing the physical and financial resources in South-African-schools: A social justice perspective
No full textIn this article I report on the findings of an empirical study conducted to show the merits of integrating equitable learning by members of the South African School Governing bodies (SGBs) in managing the physical and financial resources. Within the interpretivist paradigm and utilising a qualitative descriptive phenomenological design, the data generation followed the use of an unstructured questionnaire administered to a sample of 30 participants purposefully sampled. Adopting a social justice perspective as the lens, we unpack the necessity of learning equity in the SGB’s dealing of school resources. The study was guided by the following key research question; How can South African schools embrace the learning equity agenda in managing their physical and financial resources? The findings show that adopting such principles of equity in learning as integrating diversity in the equitable deployment of the physical and financial resources goes a long way towards entrenching social justice in managing the resources. The key conclusion was that unless members of the SGBs adopt an equitable mechanism for allocating these resources in the face of competing priorities, real equitable learning remains elusive. The recommendations include the need for adopting policies designed to deal with the complex relationships between concerned stakeholders in the provision of guidelines for public-school funding – most of which come from public budgets
Unmasking the ramifications of the fees-must-fall-conundrum in higher education institutions in South Africa: A critical perspective
Get PDFThe purpose of this study was to explore the ramifications of the fees-must-fall-protests that rocked South Africa’s universities for a couple of months in the years 2015 and 2016. Using a critical perspective, the thesis of the study is that the shutting down of universities in the context of student protests was neither unique nor original to South Africa for it has been a preferred weapon of repression by dictators all over the world. Several post-independence African governments invoke this weapon many times to silence dissenting voices. The data to embellish arguments in this study were gathered through focus group discussion interview sessions (FGDIS) from 40 participants purposefully sampled from 26 South African universities. The analysis of data followed a thematic approach with themes emerging from the FGDIS forming the basis of the discussion of the findings. Chief among the findings was that despite the salutary role of student protests as a force for social change well-established and never being gainsaid, higher education fees needs to fall, albeit cautiously. The fees-must-fall protests raised an important consciousness of how challenging a colonised education system can lead to academic disruptions. The key conclusion drawn was that if tuition fees dry up as would be the case if a fee-free decolonised education policy were to be adopted prematurely, the country could suffer severe consequences such as inevitable budget cuts, compromised research standards, demoralised academics and curtailed university offerings. The recommendations made included a need for governmental commitment to calm the students’ temper tantrums before they spiral out of control and for curriculum decolonisation advocates to denounce the government’s repressive tendencies if a truly decolonised education system is to be realised
An Evaluation of the Gender Sensitive Nature of Selected Textbooks in the Zimbabwean Secondary School Curriculum
No full textTeaching in Zimbabwean Schools: An Exploration of the Manifestations of Gender Insensitivity in the Curriculum
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