Education, Responsibility and Democratic Justice: Cultivating Friendship to Alleviate Some of the Injustices on the African Continent

Autor/in	Waghid, Yusef
Titel	Education, Responsibility and Democratic Justice: Cultivating Friendship to Alleviate Some of the Injustices on the African Continent
Quelle	In: Educational Philosophy and Theory, 39 (2007) 2, S.182-196 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2007.00305.x
Schlagwörter	Foreign Countries; Outcome Based Education; African Culture; Racial Segregation; Friendship; Human Dignity; Critical Thinking; Critical Theory; Hidden Curriculum; Democratic Values; Teacher Education; Graduate Students; College Instruction; Justice; Educational Philosophy; Role of Education; Educational Environment; Politics of Education; Educational Policy; Teacher Responsibility; Educational Responsibility; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lernerfolgsmessung; Africa; Culture; Afrika; Kultur; Rassentrennung; Freundschaft; Menschenwürde; Kritisches Denken; Kritische Theorie; Heimlicher Lehrplan; Lehrerausbildung; Lehrerbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschullehre; Gerechtigkeit; Bildungsphilosophie; Erziehungsphilosophie; Bildungsauftrag; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Bildungspolitik; Politics of education; Lehrverpflichtung; Erziehungsverantwortung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In South Africa there is widespread recognition amongst university educators that the new outcomes-based education (OBE) system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal with critical learning because of the apparent persistence of instrumental thinking at some universities in South Africa. Simply put, many students seem to be quite willing to be taught about some of the ends of education, rather than the reasons behind these ends. With this idea of desired student learning in mind, in this article, I argue that it has become necessary to fulfil the promise of democratic justice on the African continent through educating for friendship, rather than perpetuating uncritical modes of learning which could further extend the violation of human dignity on the African continent. Reflecting on several moments in my classroom pedagogy and conversations with colleagues at different universities, I firstly argue that critical learning cannot be blind to prescriptiveness, since students (in this case postgraduate students about to qualify professionally as school teachers) have to be made attentive in some way to the public realm of a democratic post-apartheid South Africa and post-colonial Africa. In short, they have to be taught what it means to be democratically just. Thereafter, I argue that teaching students about democratic justice can entail critical learning and, hence, be non-instrumental, provided that university educators become more responsible educators. Finally, I examine how actions (non-indoctrination, impartiality and deliberation achieved through respect and friendship) can potentially fulfil the democratic justice project, the success of which is so desperately needed on the African content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10