Townships' High School Learners' Views on the Implementation of the Right to Education: A Social Justice Perspective

Autor/in	Munongi, Lucia
Titel	Townships' High School Learners' Views on the Implementation of the Right to Education: A Social Justice Perspective
Quelle	In: Athens Journal of Education, 10 (2023) 1, S.153-172 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Foreign Countries; High School Students; Public Schools; Student Rights; Equal Education; Social Justice; Student Attitudes; Student Surveys; Educational Environment; Teacher Student Relationship; Educational Resources; South Africa + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Soziale Gerechtigkeit; Schülerverhalten; Schülerbefragung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsmittel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The Universal Declaration of Human Rights asserts that education is a fundamental human right for everyone. Education promotes equality, but this can only be possible in the absence of social injustices within school systems. Social justice in education entails challenging any inequalities that may exist in the education system. This study focused on examining South African township high school learners' definition of their right to education and views on its implementation. Using a qualitative approach, 45 high school learners (26 female and 19 male) who were purposively sampled from two township public high schools participated in semi-structured, in-depth individual interviews. The study was grounded in the social constructivism paradigm and data were analysed thematically. The findings of this study showed several shortfalls in the implementation of the right to education in the two schools. Despite a few positive developments, learners generally felt dissatisfied with the implementation of their right to education. Based on these findings, this study recommends the need to monitor activities in public schools to ensure that the right to education is fully implemented, to promote social justice in schools. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01