1,720,995 research outputs found
(Higher) Education for social justice through sustainable development, economic development and equity
No full textIn this article, the author argues that (higher) education for social justice is an
encounter, as it invokes both the capacities and cultural stock of individuals and groups.
Considering that social justice is inextricably connected to need, desert and equality, it
seems plausible to claim that (higher) education for social justice ought to be responsive
to the aforementioned demands. The author shows how (higher) education for social
justice seems to manifest in instances, such as sustainable development (SD), economic
development and equity (not at the expense of equality, but rather as a shift in focus
from striving towards equity in an equal manner). And, drawing on the seminal works
of Bell, Hooks and Hackman, cultivating equal participation (through deliberation,
self-reflexivity and openness), contesting dominance and privilege, and developing a
critical understanding and awareness to enact social change respectively seem to be the
ingredients for engendering an education for social justice in and beyond the university
classroom
(Higher) Education for social justice through sustainable development, economic development and equity
No full textIn this article, the author argues that (higher) education for social justice is an
encounter, as it invokes both the capacities and cultural stock of individuals and groups.
Considering that social justice is inextricably connected to need, desert and equality, it
seems plausible to claim that (higher) education for social justice ought to be responsive
to the aforementioned demands. The author shows how (higher) education for social
justice seems to manifest in instances, such as sustainable development (SD), economic
development and equity (not at the expense of equality, but rather as a shift in focus
from striving towards equity in an equal manner). And, drawing on the seminal works
of Bell, Hooks and Hackman, cultivating equal participation (through deliberation,
self-reflexivity and openness), contesting dominance and privilege, and developing a
critical understanding and awareness to enact social change respectively seem to be the
ingredients for engendering an education for social justice in and beyond the university
classroom
Implementing a constructivist blended learning approach in a third-year entrepreneurship education class
No full textJournal ArticleAn absence of clear guidelines in the Minimum Requirements for Teacher Education Qualifications (DHET
2011; 2015) finds teacher education institutions having to resort to developing ‘best’ practice pedagogies,
indicating a need to research and design a progressive spectrum of learning orientations. Using a mixed research
method, the author conducted a study on a collaborative blended learning pedagogical approach based on
computer-mediated collaborative learning. The study drew on the Communicative Model of Collaborative Learning
and the Cape Peninsula University of Technology’s Faculty of Education’s teacher attributes. The author posits
that, in social entrepreneurship education, face-to-face environments may acquire significant benefits from
using asynchronous group discussion forums – a form of online communication outside the constraints of time
and place – in combination with film. The research results indicated that the dominant orientation of pre-service
educators was towards ‘learning’, rather than ‘achieving ends’ and/or ‘self-representation and promotion’; and the
teacher attributes required of an accomplished teacher were prevalent in the online group discussions
Implementing a constructivist blended learning approach in a third-year entrepreneurship education class
No full textJournal ArticleAn absence of clear guidelines in the Minimum Requirements for Teacher Education Qualifications (DHET
2011; 2015) finds teacher education institutions having to resort to developing ‘best’ practice pedagogies,
indicating a need to research and design a progressive spectrum of learning orientations. Using a mixed research
method, the author conducted a study on a collaborative blended learning pedagogical approach based on
computer-mediated collaborative learning. The study drew on the Communicative Model of Collaborative Learning
and the Cape Peninsula University of Technology’s Faculty of Education’s teacher attributes. The author posits
that, in social entrepreneurship education, face-to-face environments may acquire significant benefits from
using asynchronous group discussion forums – a form of online communication outside the constraints of time
and place – in combination with film. The research results indicated that the dominant orientation of pre-service
educators was towards ‘learning’, rather than ‘achieving ends’ and/or ‘self-representation and promotion’; and the
teacher attributes required of an accomplished teacher were prevalent in the online group discussions
Reflections on defamiliarisation among pre-service teachers in advancing critical global citizenship education
No full textThis chapter aims to explore an alternative pedagogy that places students at the centre of their learning, a pedagogy which is an essential point of departure for navigating a shift from a neoliberal-informed curriculum to one that is framed by critical Global Citizenship Education (GCE) embracing a decolonial perspective.
To achieve this, the chapter specifically aims to explore the critical pedagogical practice of ‘defamiliarisation’ employed by the author of this chapter and another university educator with pre-service teachers in the Faculty of Education at a University of Technology in South Africa. This pedagogy has been employed as part of the project to decolonise the current university curriculum at the institution.
The chapter further expounds on a cosmopolitanist-deliberative framework. This can potentially become a useful framework for guiding a process of defamiliarisation and for supporting the knowledge, skills, values, and attitudes of students in the Global South towards realising the values of GCE
Coda: Educational Technology, Pedagogy and Caring
No full textThis book advances a re-imagined view of caring in higher education. The author proposes an argument of rhythmic caring, whereby teachers hold back or release their judgments in such a way that students’ judgments are influenced accordingly. In doing so, the author argues that rhythmic caring encourages students to become more willing and confident in articulating their understandings, judgments and opinions, rather than being prematurely judged and prevented from re-articulating themselves. Thus, rhythmic caring can engender a different understanding of higher education: one that is connected to the cultivation of values such as autonomy, justice, empathy, mutual respect and Ubuntu (human dignity and interdependence). This book will be of interest and value to students and scholars of caring within education, as well as Ubuntu caring through the African context
Investigating intersections between the further education and training economics curriculum and growth and development frameworks – implications for teaching and learning
Full text linkThesis (MEd)--Stellenbosch University, 2012.Includes bibliographyENGLISH ABSTRACT: In this thesis I investigate whether the South African government’s Growth and Development Frameworks (GDFs) are aligned with the learning outcomes of the Further Education and Training (FET) Economics curriculum as presented through the National Curriculum Statement (NCS). Central to the GDFs is the cultivation of social justice, more specifically the eradication of inequalities and the establishment of employment opportunities for all the country’s citizens. Also, the government hopes to achieve social justice through the cultivation of democratic relations amongst people that will hopefully contribute towards economic development in society, more specifically local economic development (LED). Similarly, the four learning outcomes, namely macroeconomics, microeconomics, economic pursuit and contemporary economic issues, emphasise the importance of people contributing towards social justice in their communities. The learning outcomes hope to achieve this by inculcating in learners an affinity for democratic action and the acquisition of economics skills, values, knowledge and attitudes that can engender LED. Consequently, the learning outcomes can be said to be aligned with the GDFs on the basis that the common theme that seems to drive both aspects is social justice through democratic action and economic development.
Finally, the alignment between the GDFs and learning outcomes has the effect that teaching and learning will and should be more deliberative, engaging and ‘free’ – a matter of people exercising their capabilities towards the attainment of human freedoms such as equality, solidarity and the exercise of their rights.AFRIKAANSE OPSOMMING: In hierdie tesis ondersoek ek of daar ‘n verbintenis is tussen die Suid-Afrikaanse regering se Groei en Ontwikkelingsraamwerke (GOR’e) en die leeruitkomste van die Verdere Onderwys en Opleiding (VOO) Ekonomie-kurrikulum soos wat dit in die Nationale Kurrikulumverklaring (NKV) voorgestel word. Sentraal tot die GOR’e is die kultivering van sosiale geregtigheid, meer spesifiek die verwydering van ongelykhede en die skepping van werksgeleenthede vir alle landsburgers. Die regering beoog juis om sosiale geregtigheid te verwesenlik deur die kultivering van demokratiese verhoudinge tussen mense wat hopelik ‘n bydrae kan lewer tot ekonomiese onwikkeling in die samelewing, veral plaaslike ekonomiese onwikkeling (PEO). Terselfdertyd word daar deur die vier leeruitkomstes, naamlik makroekonomie, mikroekonomie, ekonomiese vooruitgang en huidige ekonomiese aangeleenthede, die belangrikheid van mense se bydraes tot sosiale geregtigheid in hulle gemeenskappe beklemtoon. Die leeruitkomstes hoop om laasgenoemde te bereik deurdat in leerders ‘n aangetrokkenheid tot demokratiese aksie en Ekonomie-vaardighede, -waardes, -kennis en -houdings gekweek word wat PEO kan bevorder. Gevolglik kan voorgehou word dat die leeruitkomste met die GOR’e vereenselwig kan word op grond van die gemeenskaplike tema van sosiale geregtigheid deur demokratiese aksie en ekonomiese ontwikkeling wat blykbaar beide aspekte dryf.
Laastens, die verwantskap tussen die GOR’e en leeruitkomste het die effek dat onderrig en leer meer beraadslagend, interkatief en ‘vry’ behoort te wees – ‘n geval van mense wat hulle vaardighede uitoefen om menslike vryhede soos gelykheid, solidariteit en die uitoefening van hulle regte te bekom.Master
Examining an education for decoloniality and its implication for higher education in South Africa
No full textThis book focuses on understandings of higher education in relation to notions of decoloniality and decolonization in southern Africa. The volume draws on a range of case studies in multiple politico-cultural contexts on the African continent, and examines some of the challenges to be overcome in order to achieve education for decolonization and decoloniality. Acknowledging that patterns of exclusion, inequality and injustice are still prevalent in the African higher education landscape, the editors and contributors proffer bold attempts at democratizing education and examine how to cultivate just, equal and diverse pedagogical relations. Featuring case studies from South Africa, Zambia, Malawi, and Zimbabwe, the authors and editors examine how higher education can be further democratized and transformed along the lines of equality, liberty and recognition of diversity. This hopeful and bold collection will be of interest to scholars of decoloniality and decolonization in higher education, as well as higher education in southern Africa more specifically
Reflections on teaching for social justice at a South African University of Technology
No full textDespite the fact that educational technology is not a panacea for preparing graduates for the local and global environment, we live in an age in which students should be able to function effectively in the Fourth Industrial Revolution. Essential skills such as creativity, critical thinking, self-reflexivity, cooperation, and communication need to be better linked with educational technology. In order to build technology from an African point of view, one must first engage in conversations about what technology means to Africans through the lens of their Indigenous Knowledge Systems. I have come to the realisation that the lack of ubuntu in African society is the single most fundamental barrier that Africa faces as a continent (Waghid, Waghid & Waghid 2018). People will make judgments that are responsible and ethical if they are given the opportunity to speak their opinions. Therefore, it is the responsibility of academics to do research or collaborate on the development of alternative methods in order to ensure that language does not construct or maintain uneven power relations in a classroom, but rather causes disruptions in these relationships (Waghid & Ontong 2022). I am of the view that language is a crucial aspect in all areas of research, regardless of whether one takes a translanguaging or bilingual approach to the problem. In addition to giving students a significant amount of freedom and flexibility, the most important aspects of designing a curriculum are putting an emphasis on the creative potential of students, allowing them the freedom to re-imagine their own futures, and giving students a substantial amount of autonomy (Waghid & Hibbert 2018; Waghid 2022). To assist educational institutions in functioning cohesively throughout the ongoing industrial revolution and beyond, I propose that students be recognised as key components in the restructuring of educational curricula. This would help educational institutions prepare students for careers of the future
Examining the business education curricula in South Africa : towards integrating social entrepreneurship
No full textPurpose
The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices.
Design/methodology/approach
Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses.
Findings
Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula.Research limitations/implications
The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously.
Practical implications
The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners.
Originality/value
This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship
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