| Description |
1 online resource (xxv, 241 pages) |
| Contents |
EDUCATING FOR SOCIAL JUSTICE AND INCLUSION IN AN AFRICAN CONTEXT: PATHWAYS AND TRANSITIONS; DEDICATION ; CONTENTS ; PREFACE ; ACKNOWLEDGEMENTS ; PART 1: EDUCATIONAL POLICY AND IDEOLOGICAL CROSSROADS; INTRODUCTION : EDUCATING FOR SOCIAL JUSTICE AND INCLUSION: WIDENING OUR GAZE ; PART 1: IDEOLOGICAL CROSSROADS AND EDUCATIONAL POLICY; PART 2. DIVERSITY IN CONTEXT: SOME SITUATED STORIES ; PART 3. ACTION FOR SOCIAL JUSTICE AND INCLUSION IN EDUCATION: LESSONS FROM THE GROUND ; REFERENCES ; DECOLONISING INCLUSION1 ; INTRODUCTION; THE DECOLONISING PROJECT OF SOCIAL CHANGE: RECENTRING HUMAN AGENCY |
|
EMBRACING THE ACTIVE, RELEASING THE PASSIVETHREE LENSES: EQUITY, QUALITY AND KNOWLEDGE; CONCLUSION ; REFERENCES; EDUCATION WHITE PAPER 6: A FRAMEWORK FOR CHANGE OR LIMITING NEW POSSIBILITIES? ; INTRODUCTION ; THE CHALLENGES OF BUILDING AN INCLUSIVE EDUCATION AND TRAINING SYSTEM; FACILITATING THE PARADIGM SHIFT ; FULL-SERVICE SCHOOLS: A STRATEGY FOR INCREMENTAL CHANGE OR A MISLEADING GOAL? ; DEVELOPING A COMMUNITY-BASED SUPPORT SYSTEM ; CONCLUSION ; REFERENCES ; EXCLUSION AND INCLUSION IN EDUCATION POLICY AND PRACTICE IN SOUTH AFRICA: UNDERSTANDING THE NEW STATE 1 ; INTRODUCTION |
|
RACIAL STATES THE POLICY TEXT: DECENTRALISATION; POLICY PRACTICE IN SCHOOL ; ACCESS: FEES, LANGUAGE AND THE REVIVAL OF RACE ; CURRICULUM AND INCLUSION IN A DECENTRALISED SYSTEM ; CONCLUSION ; REFERENCES ; DEMYSTIFYING THE NOTION OF 'INCLUSION' IN THE CONTEXT OF A RURAL SCHOOL AND ITS COMMUNITIES IN SOUTH AFRICA1 ; INTRODUCTION ; INCLUSIVE EDUCATION DEVELOPMENT IN SOUTH AFRICA ; AN INCLUSIVE EDUCATION PROJECT; DEVELOPMENTS ; CONTESTING NOTIONS OF INCLUSION ; INTERVENTION: DEMYSTIFYING 'INCLUSION' ; OUTCOMES ; CONCLUSION ; REFERENCES |
|
SYSTEMIC CURRICULUM REFORM EMBEDDED IN PRINCIPLES OF SOCIAL JUSTICE: POSSIBILITIES AND COMPLEXITIESINTRODUCTION ; TENSIONS IN THE EXPRESSION OF SOCIAL JUSTICE, DEMOCRACY, SOCIAL CRITIQUE AND EMPOWERMENT IN THE POLICY DOCUMENTS AND PROCESSES ; SOCIAL CONTROL THROUGH CENTRALIZED ASSESSMENT AND ACCOUNTABILITY VERSUS LOCAL FREEDOM THROUGH LOCALIZATION OF ASSESSMENT ; CURRICULUM INTEGRATION AND ALTERNATE FORMS OF KNOWING VERSUS DISCIPLINE BASED CONCEPTUAL COHERENCE ; UNPRODUCTIVE CONSEQUENCES IN THE SHIFT IN AUTHORITY PATTERNS VERSUS THE SOCIAL GAINS IT MAY CREATE; CONCLUSION ; REFERENCES |
|
PART 2: DIVERSITY IN CONTEXT: SOME SITUATED STORIESTEACHERS' GENDERED IDENTITIES, PEDAGOGY AND IV/AIDS EDUCATION IN AFRICAN SETTINGS WITHIN THE ESAR1 ; INTRODUCTION; THE STUDY CONTEXT ; TEACHERS' PROFESSIONAL LIVES: GENDERING AND SEXUALISING IDENTITIES ; CLASSROOM LEARNING AND TEACHERS' CONSTRUCTION OF GENDER AND SEXUALITY ; SOME RECOMMENDATIONS ; REFERENCES; THE SCHOOL AS A CONTEXT FOR PROMOTING GENDER EQUITY: PERSPECTIVES OF RURAL MALE YOUTH IN SOUTH AFRICA ; INTRODUCTION ; CONTEXT OF THE STUDY ; METHODOLOGY ; DISCUSSION OF THE FINDINGS ; INTERVENTION STRATEGIES ; REFERENCES |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Critical pedagogy -- Africa
|
|
Social justice -- Africa
|
|
EDUCATION -- Aims & Objectives.
|
|
Critical pedagogy
|
|
Social justice
|
|
Kritische Pädagogik
|
|
Africa
|
|
Afrika
|
| Form |
Electronic book
|
| Author |
Muthukrishna, Nithi
|
| ISBN |
9781608763719 |
|
1608763714 |
|
