Rainbow's End: Consciousness and Enactment in Social Justice Education. Research Article

Autor/inn/en	Francis, Dennis; Hemson, Crispin
Titel	Rainbow's End: Consciousness and Enactment in Social Justice Education. Research Article
Quelle	In: Perspectives in Education, 25 (2007) 1, S.99-109 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Stellungnahme; Teaching Methods; Critical Theory; Safety; Medical Students; Justice; Social Change; Feminism; Foreign Countries; Educational Policy; Education Courses; Student Behavior; Graduate Students; Higher Education; Student Attitudes; Power Structure; Academic Discourse; Educational Environment; Freedom; Political Attitudes; Social Values; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Sicherheit; Gerechtigkeit; Sozialer Wandel; Feminismus; Ausland; Politics of education; Bildungspolitik; Fortbildungskurs; Student behaviour; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Discourse; Diskurs; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Freiheit; Political attitude; Politische Einstellung; Sozialer Wert; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The article questions why experienced MEd students, on a course in pedagogy in social justice education, resorted to actions that clashed with this approach. Drawing on student and staff accounts of the course, the authors, teachers on this course, pose questions as to whether these reactions resulted from increased safety in the class, from issues of authority, or from the transition students are making from learning about oppression to having to promote justice through their pedagogy. The article, which works from a framework of critical pedagogy, argues against a view that increased safety leads to more explicit expression of oppressive attitudes. Drawing on critical and feminist theorists, it recognises the need for greater reflexivity on issues of power and authority. The authors question a sharp dichotomy made in South African writing between oppression and liberation, and argue for an approach to social justice education that sees this work as inducting educators into what Gee (1990) terms a new Discourse. Such a Discourse, including social practice, is not assumed to be complete. Given the nature of the society, the transition into such a discourse is both essential and difficult. This view has implications for all education that claims to be based on values of social justice and inclusion, as is the intention of South African educational policy. (Author).
Anmerkungen	Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail: perspect@postino.up.ac.za; Web site: http://journals.sabinet.co.za/pie/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10