Abstract
M.Ed. (Educational Psychology)
Social structures in educational contexts are changing
drastically and consequently teachers and children are facing
new demands in their relationships with other people.
Human rights education is a much wider concept than the study
of legal and constitutional texts and mechanisms. Human
rights should permeate the whole of school life - the ethos
and organization of the school as well as the content of the
curriculum. Schools should show respect and consideration for
all their members encourage solidarity and promote dialogue.
They should also provide young people with opportunities for
meaningful participation in the running of their school.
This study forms part of a research project initiated by the
Department of Educational Sciences of the Rand Afrikaans
University. It sets out to determine to what extent schools
have pointed out to children, by the time they reach std. 10
certain aspects of property and economic rights as aspects of
human rights.
The aim of this particular study was to determine what aspects
of human rights, that pertain to property and economic rights
have already been taught at school.
A literature study revealed important factors such as a
democratic environment respect for others, tolerance for
divergent views, a participative and just community accepting
responsibility, discipline, personal dignity, privacy, mutual
respect and freedom of expression, as well as the mastering of
intellectual and social skills. These factors are all
relevant to encouraging a human rights culture in SouthAfrica.
findings of the above mentioned
Following the identification of the above mentioned factors, a
questionnaire was compiled to establish to what extent schools
have pointed out to children, by the time they reach std 10,
certain aspects of property and economic rights as aspects of
human rights. Teachers and matric pupils were approached to
respond to the questionnaire.
Hypotheses on gender, language, age, language of tuition,
religion, how many times they read a newspaper, listen to news
on the radio and watch news on television, teaching
experience, educational qualifications, subject fields and
guardians of pupils were tested. Significance was tested on
the 1% and 5% level.
The most important
investigation are as follows:
* The high averages obtained in some of the items on property
and economic rights indicate that these aspects of human
rights are regarded as being statistically significant.
* Significant differences of opinion were found
between men and women, language groups, age groups,
of tuition, religious groups, news on television,
experience and subject groups.
to exist
language
teaching
between
relgious
* No significant differences of opinion were found
respondents at different age groups, men and women,
groups (pupils), news in newspapers, news on the radio,
teacher qualifications and guardians of pupils.
It is concluded that property and economic rights as a facet
of human rights education is very important for the education
of children in our modern society. It is recommended that a
guidance programme in human rights education should be
developed to equip educators with the necessary knowledge,
skills and attitudes regarding human rights education for the
child.