From Bantu Education to the Fight for Socially Just Education

Autor/in	Ndimande, Bekisizwe S.
Titel	From Bantu Education to the Fight for Socially Just Education
Quelle	In: Equity & Excellence in Education, 46 (2013) 1, S.20-35 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2013.750199
Schlagwörter	Social Justice; Educational Change; Activism; Social Studies; School Desegregation; Social Change; Critical Theory; Resistance to Change; Beliefs; School Choice; Focus Groups; Parent Attitudes; Educational Policy; Culturally Relevant Education; Racial Discrimination; Foreign Countries; Blacks; Cultural Influences; Politics of Education; Democracy; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bildungsreform; Aktivismus; Politischer Protest; Gemeinschaftskunde; Integrative Schule; Sozialer Wandel; Kritische Theorie; Belief; Glaube; Choice of school; Schulwahl; Elternverhalten; Politics of education; Bildungspolitik; Racial bias; Rassismus; Ausland; Black person; Schwarzer; Cultural influence; Kultureinfluss; Educational policy; Demokratie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article illustrates the transition from Bantu Education to social justice education in South Africa. I argue that education reform in post-apartheid South Africa has made important changes during this transition, although inequalities persist. Large disparities in resources between black township (still segregated) and formerly white (now desegregated) schools remain. There is also discrimination in formerly white schools, and curricula remain unrepresentative of black ethnic groups' cultures and epistemologies. The findings show that marginalized parents fight relentlessly to achieve social justice in education for their children. I conclude that parents' decisions to fight for socially just education also come with a price. (Contains 15 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10