Social Justice and Rural Education in South Africa

Autor/in	Hlalele, Dipane
Titel	Social Justice and Rural Education in South Africa
Quelle	In: Perspectives in Education, 30 (2012) 1, S.111-118 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Social Justice; Rural Areas; Foreign Countries; Access to Education; Rural Education; Equal Education; Civil Rights; Socioeconomic Status; Models; Educational Attitudes; Public Education; Poverty; Community Education; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Rural area; Ländlicher Raum; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Ländliche Erwachsenenbildung; Bürgerrechte; Grundrechte; Zivilrecht; Socio-economic status; Sozioökonomischer Status; Analogiemodell; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Öffentliche Erziehung; Armut; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Social justice is undeniably grounded in efforts at circumventing provisions that seek to uphold ostracism and exclusionary practices which have permeated South Africa and many other societies worldwide for extensive periods of time. Vast incongruities and/or inequalities between better resourced urban communities and neglected rural areas impinge on the provision of and access to education. This paper, grounded in a distributive paradigm that views social justice as a proper distribution of social benefits and burdens among members of society, traverses the positive and negative features of rural education related to social justice. It concedes that difference is an inherent, inevitable and indispensable feature of social existence and education, arguing that rural education needs to embrace difference, shape demands and model social benefits in accordance with the realities of a particular rural setting. This implies that social justice should be perceived as a humanising process--a response to human diversity in terms of ability, socio-economic circumstances, choice and rights. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10