Understanding How We Understand Girls' Voices on Cultural and Religious Practices: Toward a Curriculum for Justice

Autor/inn/en	du Preez, Petro; Simmonds, Shan
Titel	Understanding How We Understand Girls' Voices on Cultural and Religious Practices: Toward a Curriculum for Justice
Quelle	In: South African Journal of Education, 31 (2011) 3, S.322-332 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Females; Religious Factors; Curriculum Development; Guidelines; Justice; Ethics; Caring; Discourse Analysis; Epistemology; Personal Narratives; Cultural Background; African Languages; English; Indo European Languages; Cultural Differences; Foreign Countries; Acquired Immunodeficiency Syndrome (AIDS); Pregnancy; Violence; Student Attitudes; Dance; Older Adults; South Africa + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Richtlinien; Gerechtigkeit; Ethik; Care; Pflege; Sorge; Betreuung; Diskursanalyse; Erkenntnistheorie; Erlebniserzählung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English language; Englisch; Indoeuropäisch; Kultureller Unterschied; Ausland; Schwangerschaft; Gewalt; Schülerverhalten; Tanz; Älterer Erwachsener; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	It is imperative to take account of the many faces of justice when exploring the elements of a curriculum for justice. Justice is not only about equity, equality and fairness, but about creating spaces where people can learn to prioritise a significant Other and practise doing so. The curriculum needs to provide a space where the legal, restorative face of justice and its ethical face could coincide. Firstly, we argue that a sole focus on justice as reasonableness might reinforce the notion of "separate but equal", and that through a leveling of difference, we might opaquely strengthen difference without an inclination to care deeply for those whose background might differ from ours. Secondly, we argue that the legal and ethical faces of justice are not mono-tonal, but that these faces constitute many complexions based on the body holding it (or the person who attempts to make sense of these faces). In this article we will attempt to understand how we make sense of girls' voices on cultural and religious practices. We imagine that understanding how we understand Others might place us in a better position to provide guidelines to develop curriculum spaces for profound justice; i.e. justice that is based on reasonableness and, more importantly, on care. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01