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Can domestic violence laws bridge the divide between traditional African cultural norms and the requirements of human rights?

- Maphosa, Ropafadzo

Developing an adequate standard of the review of affirmative action disputes in South Africa

- Manning, Samantha

Hate speech in South Africa : what our constitution demands?

- Hatchett, Brian Alan

To be reasonable or not? A critique of the South African constitutional court’s approach to socio-economic rights

- Mlilo, Nqobizitha Mahole

'n Handves van menseregte vir Suid-Afrika as instrument ter bekamping van geweld

- Liebenberg, J. S.

Opvoeding tot menseregte : geslagspesifieke regte

- Lima, Amelia

Opvoeding tot menseregte : godsdiens, taal en kultuur

- Van Loggerenberg, Gerhardus Daniel

Die erkenning en beskerming van sosio-ekonomiese regte in die Suid-Afrikaanse reg

- Boshoff, Anel

Die reg op lewe met spesifieke verwysing na aborsie as kritieke beslissingsmoment

- Bezuidenhout, Jan H.

Mentorship in a post-apartheid South Africa: the case of private-sector organisations

- Lerato, Angela Moleko

The politics of constitutionalism in South Africa : institutions supporting democracy

- Tsoeu-Ntokoane, Seroala Rose

  • Authors: Tsoeu-Ntokoane, Seroala Rose
  • Date: 2015
  • Subjects: Democracy - South Africa , Human rights - South Africa , Political participation - South Africa , Constitutions - South Africa , South Africa - Ethnic relations , South Africa - Politics and government
  • Language: English
  • Type: Doctoral (Thesis)
  • Identifier: http://hdl.handle.net/10210/84566 , uj:19236
  • Description: Abstract: This thesis on the politics of constitutionalism is a broad prognosis on state institutions supporting democracy in South Africa. Empowered by the country's supreme law, the chapter 9 institutions are essential elements of the country's rights infused constitutional democracy. This study employed a qualitative research design to make sense of a wide variety of secondary data sources on selected cases of Chapter 9 institutions: the South African Human Rights Commission (SAHRC), the Commission for Gender Equality (CGE) and the Commission for the Promotion and Protection of the Rights of Cultural, Religious and Linguistic Communities (CRCRL). The research design used is decidedly qualitative, with the express intention of understanding unique interactions that formed these institutions' creation and their current performance. The study's primary premise is that the constitutional form of government in South Africa and the institutional arrangements it has spawned are bound up in a legitimatising and symbiotic continuum. However, these institutions have not actualised the purpose for which they were set up but are experiencing ongoing performance problems. In this thesis, I have argued that the problem with these institutions originates from their founding. They are products of the country's fractious history, internationally driven human rights discourse and also the negotiated settlement. Seeing these institutions this way allows for a wider reading of constitutions as more than rule-bound documents, but as empowering certain institutional forms over others. In this way we can understand why Chapter 9 institutions were created and the effect they have had in realising desired outcomes of the democratic government. Having found these institutions to be underwhelming in terms of their performance, necessary questions have been asked of their relevance to the current political environment. Logically capacitating them may seem to be a panacea for their problems. Government support in terms of funding is essential as much as political will to support and respect the work these institutions do on a continuous basis. Similarly, these institutions have to perform, they have to actually do the job for which they were created, they should strive to be accessible and public support of their function will naturally follow.... , D. Litt. et Phil. (Politics)
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The regulation of social security protection afforded to migrant workers in the SADC area and South Africa specifically

- Wainwright, Sarah

Opvoeding in menseregte : regte van spesifieke groepe

- Van Tonder, Lars

Book discussion: Justice: a personal account by Judge Edwin Cameron

- UJ Library, University of Johannesburg. Faculty of Law

The moral psychology of human rights in South Africa

- Barry, Alexandra

  • Authors: Barry, Alexandra
  • Date: 2014-06-23
  • Subjects: Human rights - South Africa , Human rights - Philosophy , Psychology and philosophy - South Africa , Political ethics - South Africa
  • Type: Thesis
  • Identifier: uj:11581 , http://hdl.handle.net/10210/11292
  • Description: M.A. (Politics) , The human rights discourse is flawed in theory and practise. Despite this, it remains legally entrenched in the South African constitution and enjoys a high degree of rhetorical popularity. This thesis will suggest a theory that will explain the longevity of the human rights discourse based on its ability to open spaces for the development of political agency. This ability is derived from its essentially emotive nature as a discourse comprised of value judgments. The discourse is in turn shaped by the agents that are mobilized through human rights. Hence, human rights will be described as a dynamic, evolving system as opposed to the a priori, deontological facts that they have traditionally been conceived to be.
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Opvoeding tot menseregte : materiële middele en eiendom

- Olsen, Vincent Gilroy

  • Authors: Olsen, Vincent Gilroy
  • Date: 2014-05-08
  • Subjects: Human rights - South Africa , Human rights - Study and teaching - Economic aspects , Human rights - Study and teaching
  • Type: Thesis
  • Identifier: uj:10942 , http://hdl.handle.net/10210/10515
  • Description: 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.
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Opvoeding tot menseregte : menswaardigheidsregte

- Flattery, Julian Patrick

Opvoeding en onderrig in menseregte

- Kriek, Hendrik Jacobus

  • Authors: Kriek, Hendrik Jacobus
  • Date: 2014-04-03
  • Subjects: Human rights - South Africa , Human rights - Study and teaching , Education - South Africa - Aims and objectives
  • Type: Thesis
  • Identifier: uj:10521 , http://hdl.handle.net/10210/10022
  • Description: D.Ed. , On 27 April 1994 every person in South Africa exercised his/her basic rights as a citizen. By making a cross, citizens acknowledged the authority of the Constitution, and accepted the responsibility this places on their shoulders. The success or failure of the new South Africa is not dependent on the wording or impact of the Constitution, but relies on the willingness of all South Africans to honour the content of the Constitution. Fundamental rights which apply to each person in the country, can only be demanded on the condition that people want these rights for others too. Every right that is demanded, implies the responsibility to honour that right. South Africa needs humanity, goodwill, benevolence, acceptance and forgiveness. Provided that a culture of human rights can be established in the country, these ideals can become reality. Human rights can and should be made part of the South African reality; the Constitution describes it, the RDP calls for it and society demands it. In the course of this dissertation, school is focused on as the one institution in society that is eligible for the establishment of a culture of human rights. A survey done among practising teachers, underlines this thought. The necessity of, and the need for human rights education is founded in official documentation such as international bills of human rights and conventions, policies of Unesco and the Council of Europe, as well as the educational policies of different countries. World leaders and international academicians plead for the inclusion of human rights teaching programmes in the school curricula and the establishment of a human rights culture as part of the ethos of every school. Available material on the subject, that is implemented in schools all over the world, are introduced and evaluated in the light of South African circumstances and needs. Contents that could possibly be included in a curriculum in South African schools, are represented in terms of knowledge, skills, attitudes and values. Problems facing human rights education in the South African society, as well as worldwide criticism against human rights education are dealt with. The inclusion of a human rights period and the incorporation of human rights contents in the total school curriculum, are suggested in order to establish a human rights ethos in schools. Some examples are given to indicate how contents can be concretised within the class situation. The establishment of an education and a teaching strategy that puts human rights first, and that has the support of all role players, is recommended. The success of the new South Africa will not be determined by the stock exchange, sport achievements, technological breakthroughs or political opinions, but through the attitude and will of each man and each woman to live and let live, and to strive towards a future together. Education and teaching can make each child and each home aware, and sensitise them to acknowledge, respect and accept every other human being. The Bill of Human Rights should not only remain part of the Constitution, but should indeed become part of every person's philosophy of life and attitude towards life.
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The moral psychology of human rights in SA

- Alexandra, Barry

Equity, mercy, forgiveness : interpreting amnesty within the South African Truth and Reconciliation Commission

- Verwoerd, Wilhelm Johannes

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