Implications of a Learning Organisation for Social Justice in Poverty Stricken Communities: A Theoretical Perspective

Autor/in	Moloi, Kholeka C.
Titel	Implications of a Learning Organisation for Social Justice in Poverty Stricken Communities: A Theoretical Perspective
Quelle	In: Africa Education Review, 16 (2019) 6, S.111-127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moloi, Kholeka C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1464653
Schlagwörter	Social Justice; Critical Thinking; Social Environment; Civil Rights; Foreign Countries; Critical Theory; Poverty; Disadvantaged Schools; Social Change; Racial Segregation; Educational Environment; Freedom; Racial Discrimination; Educational Change; Activism; Teacher Role; Educational Policy; Equal Education; Educational Resources; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Kritisches Denken; Soziales Umfeld; Bürgerrechte; Grundrechte; Zivilrecht; Ausland; Kritische Theorie; Armut; Sozialer Wandel; Rassentrennung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Freiheit; Racial bias; Rassismus; Bildungsreform; Aktivismus; Politischer Protest; Lehrerrolle; Politics of education; Bildungspolitik; Bildungsmittel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The term "social justice" cuts across disciplines and theoretical orientations. Critical theory underpinned the study reported on in this article. Many South African schools, particularly in poverty stricken communities, still experience insurmountable economic and social injustices despite progress since the apartheid regime. The injustices manifest in poverty, inequalities and unequal distribution of educational resources, impacting on the achievement gap. While social justice is a concern in the literature, South African literature has little on how to apply the concept of a learning organisation to reclaim a commitment to social justice. The article argues that schools perceived as learning organisations are sites of social and political struggle that can promote and encourage human rights to fundamental freedoms for all, without discrimination. This requires progressive teachers and critical thinking by students to transform dehumanising social milieus into communities of participation embodying the values of progress and human emancipation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01