University Lecturers as Agents of Change and Social Justice Within a Rural South African Context

Author(s):  
Phefumula Nyoni
Author(s):  
Velisiwe Gasa

This chapter opens with a broad statement that coins the social justice and inclusion as prominent concepts. The foundation is laid by giving a clear background using a South African context where there is a gap between the policy and implementation of social justice and inclusion of children in mainstream schools. This explanation goes further when the social justice, inclusion, and related concepts are conceptualised and the relationship brought forth. The main issues that temper social justice and inclusion in the mainstream schools are debated. Furthermore, there is an engagement regarding practices that hamper social justice and inclusivity of children with diverse needs. Finally, the solutions and recommendations that can be considered in dealing with the issues, controversies, or problems presented in this chapter are highlighted.


2021 ◽  
pp. 39-58
Author(s):  
Ellison Musara ◽  
Carolyn Grant ◽  
Jo-Anne Vorster

2017 ◽  
Vol 73 (3) ◽  
Author(s):  
Katleho K. Mokoena

Son of Man (2006) is the first Jesus film to be produced in South Africa and the first Jesus film with an all-black cast amongst all films about the life of Jesus. Son of Man retells the story of Jesus from the pre-1994 South African context and the transition to democracy. The film portrays a Jesus who is concerned about social justice and seeks to dismantle systems that perpetuate and maintain subjugation, oppression, discrimination and marginalisation. The film reinforces the ideology of black consciousness and the praxis of black theology creatively and artistically through film. Jesus in Son of Man embodies the life of Stephen Bantu Biko, and Steve Biko is thus given a Christ-figure around four things: non-violence, ideology, disappearance and death. A black Christological perspective is used to analyse the nature of Jesus Christ in Son of Man.


Author(s):  
Velisiwe Gasa

This chapter opens with a broad statement that coins the social justice and inclusion as prominent concepts. The foundation is laid by giving a clear background using a South African context where there is a gap between the policy and implementation of social justice and inclusion of children in mainstream schools. This explanation goes further when the social justice, inclusion, and related concepts are conceptualised and the relationship brought forth. The main issues that temper social justice and inclusion in the mainstream schools are debated. Furthermore, there is an engagement regarding practices that hamper social justice and inclusivity of children with diverse needs. Finally, the solutions and recommendations that can be considered in dealing with the issues, controversies, or problems presented in this chapter are highlighted.


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