PiE 2012 Volume 30 Issue 4

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http://hdl.handle.net/11660/3211

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Browsing PiE 2012 Volume 30 Issue 4 by Subject "Critical pedagogy"

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    The curriculum and citizenship education in the context of inequality: seeking a praxis of hope
    (Faculty of Education, University of the Free State, 2012-12) Spreen, Carol Anne; Vally, Salim
    In South Africa, more than most countries, the meaning of citizenship and related rights has faced severe contestation centred on categories such as race, class and nation. Close to two decades after the first democratic elections, notions of citizenship in South Africa represent a complex dynamic involving a combination of one or another of these social constructs, as they relate at different times to changing social, political and economic imperatives. In this article we explain that analyses of citizenship education in South Africa have traversed different phases over the last two decades and discuss some of the research on how ideas and values around citizenship are translated into classroom practice. We then examine notions about citizenship and social justice in the shadow of the xenophobic or Afrophobic attacks of 2008/2009 and in the light of the present rise in racial tensions within and across communities in South Africa. Our conclusion highlights the paradox that, despite the normative framework of the Constitution, policies and the curriculum, structural inequalities in society will continue to thwart attempts at social cohesion.
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    Teaching social justice: reframing some common pedagogical assumptions
    (Faculty of Education, University of the Free State, 2012-12) Davis, Danya; Steyn, Melissa
    Drawing on scholarship in Critical Pedagogy, this article speaks to the debate about pedagogical approaches within social justice education (SJE). The article addresses itself to privileged positionality within the context of university-based SJE, with a specific focus on race and whiteness. As a conceptual piece, it addresses some key considerations when working with liberatory pedagogies towards conscientising people from dominant positionalities, challenging some pedagogical assumptions that have achieved virtual common sense status. It indicates that we should reframe student resistance, cautions about uncritical use of dialogue and student experience in methodologies, and problematizes the advocacy of safety as a prerequisite for SJE. We end by outlining the reasons why firmly challenging students, though uncomfortable and controversial, may be necessary.