A Pedagogical Approach to Socially Just Relations in a Grade 11 Economics Class

Autor/in	Waghid, Zayd
Titel	A Pedagogical Approach to Socially Just Relations in a Grade 11 Economics Class
Quelle	In: South African Journal of Education, 36 (2016) 2, Artikel 1132 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Waghid, Zayd)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Grade 11; Economics; Foreign Countries; Social Justice; Economics Education; Economic Development; Sustainable Development; Discourse Analysis; Qualitative Research; High School Students; Films; Social Media; South Africa + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; Volkswirtschaftslehre; Ausland; Soziale Gerechtigkeit; Wirtschaftskunde; Wirtschaftsentwicklung; Nachhaltige Entwicklung; Diskursanalyse; Qualitative Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Film; Soziale Medien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Post-apartheid schooling in South Africa is challenged with the task of contributing towards social justice, as has been evident from the emergence of a plethora of education policies following the promulgation of the South African Schools Act in 1996. One of the most significant ways in which social justice can be cultivated in schools, especially where exclusion and marginalisation have been in ascendancy for decades, is through improved pedagogical activities, which receive focus in this article. The article focuses on investigating how the learning goals for Grade 11 Economics with the aid of an educational technology, in particular Facebook, engender opportunities for socially just relations in the classroom. The researcher is concerned with how these learning goals are related to three underlying aspects of Economics education, namely sustainable development, equity (including equality) and economic development, and how they may or may not engender opportunities for social justice. Critical discourse analysis is the research approach used to analyse learners' comments on Facebook in relation to their understandings of three films. It was found that it is possible to teach and learn education for social justice in the classroom. Learners treated one another equally; enacted their pedagogical relations equitably; and learnt to become economically aware of their society's developmental needs. Thus, it is recommended that education for social justice be cultivated in school classrooms through the use of Facebook. (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. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01