Issues of Social Justice and Colonialism in the Education Systems of Africa

2020 ◽  
pp. 1-10
Author(s):  
Kolawole Samuel Adeyemo
Keyword(s):  
Social Justice ◽  
Education Systems

The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2019 ◽  
pp. 60-76
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2021 ◽  
pp. 1582-1597
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

From curricular justice to educational improvement: What is the role of schools’ self-evaluation?

2017 ◽  
Vol 20 (1) ◽  
pp. 62-75 ◽  
Author(s):  
Marta Sampaio ◽  
Carlinda Leite
Keyword(s):  
Social Justice ◽  
Content Analysis ◽  
External Evaluation ◽  
Educational Improvement ◽  
Education Systems ◽  
Pedagogical Intervention ◽  
Educational Project ◽  
Critical Friends ◽  
Self Evaluation

This article presents a study that aimed to understand the contributions of self-evaluation (SE) processes towards the development of curricular and social justice and educational improvement. The study focuses on data collected from the schools’ external evaluation (SEE) process and from the TEIP programme (Educational Territories of Priority Intervention) implemented in Portugal, namely, 144 SEE reports from 2012/2013 and 3 interviews to the responsible people for the educational project from a TEIP school. The collected data were analysed by content analysis using NVivo software, showing that the external evaluation of education systems can be one of the pillars in achieving justice when it causes a pedagogical intervention which reaffirms the links between curriculum, teaching and students’ learning. It also shows that SEE processes can have empowering potential when social justice and equity principles are present throughout its development and with the support of critical friends.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Tests, Minorities, and Social Justice

1977 ◽  
Vol 22 (12) ◽  
pp. 934-935
Author(s):  
JACK D. FORBES
Keyword(s):  
Social Justice

The Third Way and Beyond: Criminal and Social Justice in England

PsycCRITIQUES ◽  
2007 ◽  
Vol 52 (2) ◽  
Author(s):  
Leslie M. Lothstein
Keyword(s):  
Social Justice ◽  
Third Way ◽  
The Third
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