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How can a society make its citizens just?

  • Authors: Lötter, H.P.P. (Hennie)
  • Date: 2009-04-01T06:47:41Z
  • Subjects: Social justice , Democracy , Moral development
  • Type: Article
  • Identifier: uj:5636 , http://hdl.handle.net/10210/2415
  • Description: South African journal of philosophy, 20(1), 2001 , How can citizens be made just? I focus on how modem constitutional democracies can entice, convince, and guide their citizens to become just. I rely chiefly on Rawls's theory of justice (1971), as well as the work of sociologist Derek L. Phillips. I argue that internal control by citizens themselves is the best option. This view is attractive because every citizen can play a part in establishing and maintaining the public conception of justice by being role models, engaging in dialogue with fellow citizens, or by simply doing their part in maintaining just institutions.
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Literacy journeys : home and family literacy practices in immigrant households and their congruence with schooled literacy

  • Authors: Kajee, Leila
  • Date: 2011
  • Subjects: Family literacy practices , Immigrant families , Schooled literacy , Social justice
  • Type: Article
  • Identifier: uj:5734 , ISSN 2076-3433 , http://hdl.handle.net/10210/6531
  • Description: Major sociocultural contexts of learning such as families, communities and schools are imbued with power, and power favours some more than others. Given that schools are important sites of social and cultural reproduction, one of their major tasks is to teach learners to be literate. However, literacy is often viewed only as schooled literacy in the dominant language, and the role of the home has been undervalued in the past. In this paper I examine, through a sociocultural lens, the role played by the home and community in literacy learning. Through data elicited from observations of family interactions and conversations, as well as interviews with family members in two immigrant households, I examine their home and community literacy practices and ask how these practices intersect with schooled literacy. I conclude that immigrant children have far greater language and literacy skills than presumed, and that schools need to recognize language and literacy practices that children engage in at home and in the community, and emphasize that social justice for all requires educational shifts.
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Visual graphics for human rights, social justice, democracy and the public good

  • Authors: Nanackchand, Vedant , Berman, Kim
  • Date: 2012
  • Subjects: Democracy , Human rights , Social justice , Visual graphics
  • Type: Article
  • Identifier: uj:6006 , ISSN 2076-3433 , http://hdl.handle.net/10210/8826
  • Description: The value of human rights in a democratic South Africa is constantly threatened and often waived for nefarious reasons. We contend that the use of visual graphics among incoming university visual art students provides a mode of engagement that helps to inculcate awareness of human rights, social responsibility, and the public good in South African higher education. Visual graphics, the subject of the research project which forms a key component of a Masters dissertation by one of the authors, provides an opportunity to counter a noticeable decline in the students’ response and sensitivity to the freedoms entrenched in the South African Bill of Rights. The article presents a study using an action research approach in the classroom between 2005–2010, in order to inculcate awareness of human rights among participating students and deepen their understanding of social responsibility. The method used involved an introduction to specific visual art curricular intervention projects which required incoming first-year students to develop visual responses to address selected human rights violations and, in their second year, to develop their visual voice in order to promote human rights advocacy through civic engagement. The critical outcomes impact positively on the use of graphic images in the curriculum as a visual methodology to re-insert the discourse of human rights as a basic tenet of constitutional democracy in higher education.
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Critical pedagogies of place : educators' personal and professional experiences of social (in)justice

  • Authors: Perumal, Juliet Christine
  • Date: 2014
  • Subjects: Teacher identity , Social justice , Teachers - Cross-cultural studies
  • Type: Article
  • Identifier: uj:5449 , http://dx.doi.org/10.1016/j.tate.2014.09.004 , http://hdl.handle.net/10210/13189
  • Description: Participating in the education system of a foreign country, or within a new political dispensation presents various challenges for teachers. Understanding the challenges that teachers face as a result of relocation to new geographical and political contexts urges analyzing the contexts, which influence teachers' personal and pedagogic identities. Drawing on Buell's (1995) insights on place and identity; and Fraser's (2008) conceptions of social justice, this paper explores how teachers from South Africa, India, Zimbabwe and the Democratic Republic of Congo reinvent their identities in order to enact their professional and personal lives within different geo-political and socio-cultural contexts.
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Ethical considerations in educational research involving children : implications for educational researchers in South Africa

  • Authors: Pillay, Jace
  • Date: 2014
  • Subjects: Social justice , Children's rights , Education - Research , United Nations Convention on the Rights of the Child
  • Type: Article
  • Identifier: uj:5495 , ISSN 2223-7674 , http://hdl.handle.net/10210/13617
  • Description: Adopting a social justice theoretical framework, the author proposes that the involvement of children in educational research is paramount. However, such involvement often exposes children to exploitation and a violation of their rights. As such, it is essential that all research involving children should be ethically sound. Hence, the purpose of this study was to explore ethical considerations in educational research involving children, especially in South Africa, which was historically known for the marginalization of and discrimination against children. This generic qualitative study included a sample of eight experts with extensive knowledge of the ethical concerns surrounding children’s participation in research activities. Data was collected through individual interviews, a questionnaire, and the analysis of documents and instruments pertaining to the ethical-legal protection of children’s involvement in research activities in South Africa. The findings identify several ethical principles that should be considered within a South African perspective and which have specific implications for educational researchers.
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Die erkenning en beskerming van sosio-ekonomiese regte in die Suid-Afrikaanse reg

Against theoretical evangelism : imagining the possibilities of a critical approach to theorising in professional academic development

Advocate Thuli Madonsela : a leadership perspective

  • Authors: Maclean, Abraham Monwabisi
  • Date: 2019
  • Subjects: Madonsela, Thuli , Leadership , Values , Social justice
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/421721 , uj:35958
  • Description: Abstract: Research objective: The study’s overall research objective was to explore the leadership of an individual who exhibits values-based leadership in confronting social injustices in the South African civil service and, to gain insight into the values-based leadership of Advocate Madonsela. Motivation for the study: The researcher sought to extend our understanding of values-based leadership and its development by addressing a real-life example of an individual who demonstrated highly exemplary values-based leadership in a sociopolitical context. The context at play is not only ethically corrosive, but where rampant fear and untold levels of anxiety and conformity to authority thrive (Atkinson, 2007), with individuals too afraid to challenge the unethical behaviour of their colleagues or leaders. How has Madonsela managed to confront conflict situations, overcome risks and become an agent for change? Research design: The researcher employed a qualitative methodology and constructivist paradigm as research design. Purposeful sampling was employed in finding a storyteller as well as nine additional interview participants for triangulation. The researcher used a case study as a research strategy with life history and semistructured interviews as the data collection method. Data was analysed using a content-analysis method. Main findings: The study yielded a life history with rich and varied descriptions of how values-based leadership was cultivated and sustained. An analysis of the collected data revealed themes that can further inform values-based leadership mastery. Practical implications: This study’s findings illustrate the need to foster values in the enactment and transmission of leadership in organisations and society, where leaders become role models and act on what they say, as well as behave in accordance with their personal values... , M.Phil. (Personal and Professional Leadership)
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Towards enacting social justice in higher education: a case of postdoctoral research fellows

  • Authors: Moyo, Z. , Perumal, J.
  • Date: 2019
  • Subjects: Postdoctoral research fellow , University , Social justice
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/407741 , uj:34333 , Citation: Moyo, Z., Perumal, J. 2019: Towards enacting social justice in higher education: a case of postdoctoral research fellows.
  • Description: Abstract: The purpose of this review was to unearth the challenges of postdoctoral research fellows who are classified neither as staff nor students. It provokes research to rethink measures to support this group of academics who occupy a low socio-economic status. Three central questions guided this review: What are the common themes in literature and research on PRDF? What social justice issues arise from the PDRF literature? How can this literature and conceptualisation inform management of PDRFs in terms of social justice? A total of 45 publications were reviewed. The full text of the systematically identified studies were stored in a marked folder on a computer desktop and screened through examining topics and abstracts. Each of the studies was analysed to come up with six themes which were discussed through the lens of social justice, followed by a suggestion for further discussion in the field. The literature portrays a culture that has undermined issues and concerns of social justice. Universities are required to imagine new directions for future research, challenged to become activists and take a pro-justice stance to transform the culture, practices and procedures to benefit the marginalised. Universities can utilise these suggestions as a guide to evaluate their efforts and programmes.
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