Student Teachers' Perceptions and Experiences of Certain Modules within a Transformed Curriculum to Foster Social Justice

Autor/inn/en	Groenewald, Emma; Mpisi, Anthony
Titel	Student Teachers' Perceptions and Experiences of Certain Modules within a Transformed Curriculum to Foster Social Justice
Quelle	In: South African Journal of Education, 42 (2022) 3, Artikel 2104 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Groenewald, Emma) ORCID (Mpisi, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Student Teacher Attitudes; Teacher Education Programs; Social Justice; Social Change; Racial Segregation; Educational Change; Teacher Education Curriculum; Ethnic Groups; Multilingualism; Second Language Learning; English (Second Language); Teaching Methods; Foreign Countries; Inclusion; Student Diversity; Critical Theory; Progressive Education; African Languages; Indo European Languages; Perspective Taking; Intergroup Relations; Deafness; Disadvantaged; Power Structure; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Sozialer Wandel; Rassentrennung; Bildungsreform; Ethnie; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Inklusion; Kritische Theorie; Reformpädagogik; Progressive Erziehung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Indoeuropäisch; Zukunftsperspektive; Intergruppenbeziehungen; Gehörlosigkeit; Taubstummheit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Since 1994, numerous policies promoted social justice and the transformation of the South African society. The recurriculated Bachelor of Education (BEd) programme at the Sol Plaatje University aims to equip students with knowledge and skills to realise the aim of social justice. The aim of this study was to explore Sol Plaatje University students' experiences and perceptions of a curriculum that aims to promote social justice. We selected 3 education modules, with the assumption that they reflected social justice content. Four students, representative of different ethnic and language groupings at the university were chosen as participants. Data were generated through 3 reflective exercises about each of the modules, spread over a period of 3 years. The module aims, linked with the narratives of the participants' perceptions and experiences of each module, provided an overview of their experiences of the enacted curriculum. A qualitative research design with an interpretivist approach informed by Dover's (2013) social justice pedagogy was used. The students' narratives shed light on the strengths and weaknesses of how the BEd curriculum worked towards social justice and revealed the students' perceptions of otherness. From the narratives it became apparent that the 3 modules did promote a social justice orientation in prospective teachers educated at the university. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01