Reaffirming critical multicultural teacher educational policy in South Africa.

Autor/in	Mnguni, Mbukeni H.
Titel	Reaffirming critical multicultural teacher educational policy in South Africa.
Quelle	Aus: Globalisierung als Herausforderung der Erziehung. Münster, Westfalen: Waxmann (2002) S. 414-423Verfügbarkeit
Reihe	European studies in education. 15
Beigaben	Literaturangaben 15
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Demokratische Bildung; Gesellschaft; Bildungspolitik; Lehrerausbildung; Ungleichheit; Politische Bildung; Politisches Verhalten; Rassismus; Südafrika (Staat)
Abstract	To answer the questions related to a new teacher educational policy in South Africa the author reviews education research literature starting from 1994 from a very critical point of view. He realizes a large preoccupation with the Western educational philosophies. He concentrates himself on discussing the new teacher educational policy in a new and democratic South Africa. He argues that the problems besetting the new teacher educational policy in the country are political and racist in nature, and these problems severely undermine any democratic suggestions that might lead to a creation of a true multicultural educational policy. In this context he discusses "prestigious" or "progressive" schools, "people's schools", the terminology (categorising people into groups while still using terms like "blacks", "whites", coloureds" etc.), international recognition, democratization of teacher educational policy. The conclusion is that a democratic multicultural teacher educational policy should be, first, the commitment to removing many obstacles that lead to equality. (DIPF/St.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)