Learners and Educators as Agents of Social Transformation in Dysfunctional South African Schools

Autor/in	Moloi, Kholeka
Titel	Learners and Educators as Agents of Social Transformation in Dysfunctional South African Schools
Quelle	In: South African Journal of Education, 39 (2019), Artikel 1800 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Moloi, Kholeka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Change Agents; Social Change; Disadvantaged Schools; School Effectiveness; Teacher Student Relationship; Critical Theory; Consciousness Raising; Curriculum Development; Low Achievement; Equal Education; Postcolonialism; Urban Schools; Rural Schools; Racial Segregation; Freedom; Children; South Africa + Suchen Sie Ihr Suchwort? Ausland; Sozialer Wandel; Schuleffizienz; Teacher student relationships; Lehrer-Schüler-Beziehung; Kritische Theorie; Bewusstseinsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Unterdurchschnittliche Leistung; Post colonialism; Postkolonialismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Rassentrennung; Freiheit; Child; Kind; Kinder; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The problem addressed in this theoretical paper is that of learners and educators as agents of social transformation in dysfunctional schools of South Africa. While 80% of South African schools are said to be dysfunctional, learners and educators in these schools can be activated to challenge and actively struggle against any form of social oppression that dehumanises and renders them failures. Educators can work in collaboration with learners to conscientize the latter so that they are able to question different forms of inequalities and discrimination implicit in the curriculum offered at school, which excludes their cultural learning experiences. This paper argues that township and rural school educators and learners can become social agents for change if they are exposed to critical pedagogy which fosters emancipatory methods of teaching and learning. Consequently, structural factors surrounding the South African education system must be addressed if learner performance in dysfunctional schools is to improve. (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. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01