South African Council for English Education (SACEE)

2021 ◽  
pp. 889-890
Keyword(s):  
South African ◽  
English Education ◽  
South African Council

Recontextualising the teaching of commercial transactions law for an African university

Acta Juridica ◽  
2021 ◽  
Vol 2021 ◽  
pp. 275-296
Author(s):  
A Hutchison
Keyword(s):  
South African ◽  
Life Experiences ◽  
First Century ◽  
Student Life ◽  
South African Council ◽  
Protest Movements ◽  
African Higher Education ◽  
University Of Cape Town ◽  
The University ◽  
South African Higher Education

This article reflects on the changing political environment in South African higher education and offers one potential view of the future of contract law teaching in the twenty-first century. Specifically, the author discusses changes made to the final-level LLB course, Commercial Transactions Law, at the University of Cape Town. These changes were inspired by the #MustFall protest movements and also incorporated the requirements of the South African Council on Higher Education’s 2018 report on the LLB degree. In essence, this involved a recontextualisation of the component topics to speak to a broader range of student life experiences, as well as an attempt to incorporate more materials focused on social justice or which are characteristically ‘African’.

Bonhoeffer, Calvinism and Christian Civil Disobedience in South Africa

1981 ◽  
Vol 34 (3) ◽  
pp. 245-262
Author(s):  
John. W. De Gruchy
Keyword(s):  
South Africa ◽  
South African ◽  
Black Church ◽  
Civil Disobedience ◽  
Dutch Reformed ◽  
South African Council ◽  
Massive Scale ◽  
The Government ◽  
Mission Church ◽  
The Church

In a much publicised address to the 1979 National Conference of the South African Council of Churches (SACC), Dr Allan Boesak, a theologian of the black Dutch Reformed Mission Church, challenged the Church in South Africa to engage in acts of civil disobedience against apartheid laws:The church must initiate and support meaningful pressure on the system as a non-violent way of bringing about change. The church must initiate and support programs of civil disobedience on a massive scale, and challenge especially white Christians on this issue. It no longer suffices to make statements condemning unjust laws as if nothing has happened. The time has come for the black church to tell the Government and its people: We cannot in all good conscience obey your unjust laws because non-cooperation with evil is as much a moral obligation as is cooperation with good. So we will teach our people what it means to obey God rather than man in South Africa.

scholarly journals Graphical presentation of Lived Experiences of Educators in relation to CPTD within the Johannesburg West District High Schools

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
South African ◽  
Teacher Development ◽  
Lived Experiences ◽  
Basic Education ◽  
Research Question ◽  
South African Council ◽  
Negative Experiences ◽  
Leadership Support ◽  
Statutory Body ◽  
Graphical Presentation

Continuing Professional Teacher Development (CPTD) is empowerment and enhancement of professionalism and competence of Educators within the education system, whether public or private sector. The Department of Basic Education implemented a standardized CPTD program throughout the schooling system, which is monitored and managed by a statutory body known as SACE (South African Council of Educators). This study sought to describe lived experiences of educators in relation to implementation of CPTD in Johannesburg West District. The study was designed within the interpretivist paradigm, employing phenomenology as a strategy of inquiry. 10 educators were selected purposively for interviews, which were recorded with permission of participants. The recording was critical for demonstration of member checking and audit trail required for rigor determination in qualitative research. Through thematic data analysis, the study generated three themes in pursuit of answering the research question, which were (1) Mentorship Vacuum, (2) Dis-interest and inertia and (3) Leadership Support. Whereas the first two themes report the negative experiences educators have had with CPTD, the last them reflected that participants had some form of leadership support.

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