Transition and the Education of the New South African Citizen

Autor/inn/en	Hammett, Daniel; Staeheli, Lynn
Titel	Transition and the Education of the New South African Citizen
Quelle	In: Comparative Education Review, 57 (2013) 2, S.309-331 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/669123
Schlagwörter	Social Justice; Foreign Countries; Citizenship Education; Educational Change; Social Change; Decision Making; Public Policy; Poverty; Democracy; Educational Policy; Race; Social Differences; Teaching Methods; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungsreform; Sozialer Wandel; Decision-making; Entscheidungsfindung; Öffentliche Ordnung; Armut; Demokratie; Politics of education; Bildungspolitik; Rasse; Abstammung; Sozialer Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	South Africa's democratic transition was a time of optimism, with immense hopes pinned on the youth who would be educated to see themselves as equal citizens. It was also a time of pragmatic decision making, not least in the education sector, which would shape the future of the country. Negotiating the imperatives of redress, development, and equality set in train many contradictory pressures within the education sector, within which teachers were tasked with instilling ideals of equality and social justice amidst a context shaped by entrenched social and spatial inequalities. Policy debates surrounding the meaning of citizenship and equality are shown to be removed from the everyday classroom challenges in South Africa. In particular, realization of the values of citizen education is hindered by differential resourcing of schools and education, the underlying poverty experienced by many students, and the challenge of finding ways to talk about difference and inequality without recourse to racialized explanations. These constraints act to limit the possibility of education as a site in which the new South African nation is (re)produced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10