scholarly journals Immigrant Parents' Voices on Children's Right to Education in South African Schools: Connecting the Disconnected

2021 ◽  
Vol 11 (6) ◽  
pp. 68
Author(s):  
RN Nylon Marishane
Keyword(s):  
South African ◽  
Immigrant Parents ◽  
Community Members ◽  
Right To Education ◽  
Individual Interviews ◽  
Educational Rights ◽  
The Subject ◽  
Educational Perspective ◽  
The Right ◽  
South African Township

This paper focuses on the school's protection of the right to education for immigrant learners as perceived by their parents.  With its approach to the subject from the human rights-based educational perspective, this paper sought to examine immigrant parents' views on their children's right to education against their background as vulnerable and marginalised school community members. The assumption on which the study presented in this paper is based is that meaningful discussion on the right to education for immigrant learners cannot be disconnected from the challenges their parents face in educating them. Immigrant parents have their views and experiences relating to children's educational rights, which are seldom studied. Guided by this view, a qualitative approach was followed to gather data through semi-structured individual interviews held with parents of immigrant learners from four purposively selected South African township schools. The results show that immigrant parents experience enormous challenges in the education of their children in South African schools. While some of the challenges are transferred from them to their children because of non-citizenship, they attribute most of the challenges to people who teach their children, namely, teachers.      Received: 2 August 2021 / Accepted: 3 October 2021 / Published: 5 November 2021

scholarly journals KESETARAAN GENDER TENTANG PENDIDIKAN LAKI-LAKI DAN PEREMPUAN

2019 ◽  
Vol 15 (1) ◽  
pp. 10-23
Author(s):  
Dewi Ratnawati ◽  
Sulistyorini Sulistyorini ◽  
Ahmad Zainal Abidin
Keyword(s):  
Rural Communities ◽  
Cultural Beliefs ◽  
Right To Education ◽  
Men And Women ◽  
Educational Rights ◽  
Patriarchal Culture ◽  
Physical Form ◽  
Maximum Effort ◽  
Main Factors ◽  
The Right

Abstract. Educational discrimination often occurs in people's lives. This is influenced by the distinction that appear from the community itself. This distinction can be seen from the perspective of the community to educational rights of men and women. The main factors that influence the emergence of discrimination against the right to education include normal or traditional rules that kill the character of women, the physical form of women, the economic pace, misinterpretation of religious teachings, and cultural beliefs that grow in the lives of rural communities. This requires a maximum effort in aligning the paradigm between rural communities and communities by involving religious teachings as supporters of the realization of equal educational rights for men and women. By using exploratory-descriptive eruption studies, it results in findings that the viewpoints related to equality of education rights of men and women are divided in two. First, the viewpoint of the community which encompasses patriarchal culture, humanism, economics, and education. Second, the viewpoint of the Hadith and the Al-Qur'an. Abstrak. Diskriminasi pendidikan kerapkali terjadi di dalam kehidupan masyarakat. Hal ini dipengaruhi oleh distingsi yang muncul dari masyarakat itu sendiri. Distingsi itu dapat dilihat dari sudut pandang masyarakat terhadap hak pendidikan laki-laki dan perempuan. Faktor utama yang mempengaruhi munculnya diskriminasi terhadap hak pendidikan meliputi normal atau aturan tradisional yang membunuh karakter perempuan, bentuk fisik perempuan, laju ekonomi, penafsiran yang salah terhadap ajaran agama, serta keyakinan budaya yang tumbuh dalam kehidupan masyarakat pedesaan. Hal ini membutuhkan usaha maksimal dalam penyelarasan paradigma antara masyarakat pedesaan dan masyarakat perkotaan dengan melibatkan ajaran agama sebagai pendukung terhadap realisasi kesetaraan hak pendidikan laki-laki dan perempuan. Dengan menggunakan studi leterasi berupa eksploratif-deskriptif, mengahasilkan temuan bahwa sudut pandang terkait kesetaraan hak pendidikan laki-laki dan perempuan dibagi dua. Pertama, sudut pandang masyarakat yang meliputi budaya patriarki, budaya humanisme, ekonomi, dan edukasi. Kedua, sudut pandang perspektif hadits dan Al-Qur’an. 

scholarly journals Field’s Education in the National Plans of Education

2020 ◽  
Vol 8 (4) ◽  
pp. 149-162
Author(s):  
Maria das Graça Santos Ribeiro ◽  
Igor Tairone Ramos dos Santos ◽  
Adenilson Souza Cunha Junior
Keyword(s):  
Public Policy ◽  
Rural Education ◽  
Historical Materialism ◽  
National Plan ◽  
Right To Education ◽  
Educational Rights ◽  
Theoretical Assumptions ◽  
Qualitative Nature ◽  
New Challenges ◽  
The Right

The present work is the result of studies performed at the college’s subject Education, Public Policy and Management in Education. The function of this work is to investigate the tensions, contradictions and new challenges that are engendered in the confrontations towards the assurance and the denial of the right to education for the peasant population. The research was developed through a documentation analysis of qualitative nature, guided in the dialectical historical materialism approach as a method. This work is based on the theoretical assumptions defended by Arroyo and Fernandes (1999), Caldart (2003; 2011), Marx and Engels (2011, among others. The findings indicate advances in the Education National Plan (2014), but it did not show significant achievements towards the Field’s Education. There is a long way to go in the educational rights for the peasant population, which are permeated by tensions, contradictions and challenges. significant achievements with regard to the Rural Education.

scholarly journals Legislative Prohibitions on wearing a Headscarf: Are they justified?

2017 ◽  
Vol 17 (4) ◽  
pp. 1348
Author(s):  
Fatima Osman
Keyword(s):  
South African ◽  
Muslim Women ◽  
Religious Practice ◽  
Freedom Of Religion ◽  
Modern World ◽  
Religious Symbol ◽  
Religious Extremism ◽  
The Subject ◽  
The Right ◽  
Justifiable Reason

A headscarf, a simple piece of cloth that covers the head, is a controversial garment that carries various connotations and meanings. While it may be accepted as just another item of clothing when worn by non-Muslim women, it is often the subject of much controversy when worn by Muslim women. In recent years the headscarf has been described as a symbol of Islam's oppression of women and simultaneously of terrorism. As the debate regarding the acceptability of the headscarf in the modern world continues, an increasing number of states have legislated to ban the wearing of the headscarf. This article critically examines the reasons underlying these bans and argues that these prohibitions are not justified. It does this by first analysing the place of the headscarf in Islam, its religious basis and its significance to Muslim women. It argues that the headscarf is more than just a mere religious symbol and that Muslim women wear the headscarf as a matter of religious obligation. The headscarf is considered to be an important religious practice protected by the right to freedom of religion. Thereafter the article examines legislative bans on the headscarf in France, Turkey and Switzerland in order to identify the most popular justifications advanced by states and courts for banning the headscarf. It critically evaluates the justifications for protecting secularism, preventing coercion, promoting equality and curbing religious extremism, and disputes that the reasons put forward by states and accepted by courts justify banning the headscarf. It thereafter explores how South African courts would respond to a headscarf ban and argues that schools and employers should accommodate the headscarf. While Muslim women may not have an absolute right to wear the headscarf, there has thus far been no justifiable reason for banning the headscarf.

scholarly journals El compromiso ético y político com el derecho a la educación: entre discursos y realidades / The ethical and political commitment to the right to education. Between discourses and realities / O compromisso ético e político com o direito à educação. Entre discursos e realidades

2018 ◽  
Author(s):  
Isabel Carrillo Flores
Keyword(s):  
World War Ii ◽  
Quality Education ◽  
Social Rights ◽  
Political Commitment ◽  
World War ◽  
Right To Education ◽  
Derechos Humanos ◽  
Human Formation ◽  
The Subject ◽  
The Right

Resumen: El legado del siglo veinte nos muestra avances en los Derechos Humanos, entre ellos el Derecho a la Educación, pero también nos evidencia los problemas de vulneración y las barreras aún existentes. Las crisis económicas recientes han agravado la situación, y las desigualdades educativas en vez de disminuir se acrecientan al amparo de políticas de ajuste en lo concerniente a derechos sociales. El contenido del texto plantea tal coyuntura y para hacerlo se estructura en cuatro apartados. Tras una breve presentación que nos permite contextualizar el tema, se realiza un breve repaso a cuatro estudios impulsados por la UNESCO (Coombs, Faure, Delors, Morin) que muestran las dificultades y los logros en educación desde la segunda guerra mundial al cambio de milenio. A continuación se presentan dos paradojas que vive la educación cuestionada del presente. Por una parte se expanden las políticas que llevana prácticas que niegan la educación como derecho, al mismo tiempo se ensalza el valor de uma educación de calidad para el desarrollo. Por outra parte, y en relación a lo anterior, la educación de calidad que se propone no incorpora la formación humana, más bien al contrario se mercantiliza la educación y se propone uma educación para el emprender y la empleabilidad como medida anticrisis. En el último apartado se plantea el Derecho a la Educación como reto deseable y posible.Abstract: The legacy of the 20th century has shown advances in the achievement of Human Rights, included the Right to Education. However, it has also shown problems involving the vulnerability and the barriers still existent regarding such rights. The economic crisis have aggravated the situation, and the educational inequalities, in place of weakening, grow along with the adjustment of social rights policies. This paper exposes such scenario, and, to do so, is structured in 4 sections. After a brief introduction that allows the contextualization of the subject, there is a brief review of four studies promoted by UNESCO (Coombs, Faure, Delors, Morin) that show the difficulties and the achievements on education from world war II until the change of the century. Then, the paper exposes two paradoxes which education goes through. On one hand, there is an expansion of policies that result in practices that deny education as a right, but at the same time an exaltation of the values of a quality education for development. On the other hand, the quality education exalted does not incorporate a human formation, but, on the contrary, mercantilizes itself, being education proposed as a means for entrepreneurship and the emplyability as an anticrisis mechanism. In the last section, the right to education is shown as a desirable and possible challenge.Resumo: O legado do século XX nos mostra avanços nos Direitos Humanos, entre eles o Direito à Educação. Mas também nos evidencia os problemas envolvendo a vulnerabilidade e as barreiras ainda existentes. As crises económicas recentes têm agravado a situação, e as desigualdades educativas, em vez de diminuir, crescem ao amparo de políticas de ajustes relativas aos direitos sociais. O conteúdo do texto expõe tal conjuntura e, para fazê-lo, se estrutura em quatro seções. Após uma breve apresentação que permite contextualizar o tema, faz-se uma breve revisão de quatro estudos promovidos pela UNESCO (Coombs, Faure, Delors, Morin) que mostram as dificuldades e os êxitos na educação desde a segunda guerra mundial até a mudança do século. Após, são apresentados dois paradoxos pelos quais passa a educação ora analisada. Por um lado, se expandem as políticas que levam a práticas que negam a educação como direito, mas ao mesmo tempo se exalta o valor de uma educação de qualidade para o desenvolvimento. Por outro lado, e em relação ao anterior, a educação de qualidade que se propõe não incorpora a formação humana, mas ao contrário, se mercantiliza, propondo-se uma educação para o empreendedorismo e a empregabilidade como uma medida anti-crise. Na última seção, o direito à educação é apresentado como um desafio desejável e possível.

scholarly journals Gender-separate education in Spain: reflections on educational rights and freedoms from a constitutional and human-rights perspective

2021 ◽  
Vol 11 (2) ◽  
pp. 289-352
Author(s):  
Mónica Martínez López-Sáez ◽  
Roser Almenar Rodríguez
Keyword(s):  
Human Rights ◽  
Cultural Pluralism ◽  
Right To Education ◽  
Pedagogical Model ◽  
The Past ◽  
Spanish Constitution ◽  
Educational Rights ◽  
Constitutional State ◽  
Public Scrutiny ◽  
The Right

Gender-separate education, understood as a pedagogical model that provides separate schooling for boys and girls, has been subject to legal and public scrutiny for the past thirty years. Nonetheless, it has not been until 2018 that this educational option was put into the spotlight, especially regarding its constitutionality and compatibility with arts. 1.1, 9.2 and 14 of the Spanish Constitution, which constitute a manifestation of the principles of equality and non-discrimination, while at the same time trying to balance it with art. 27 of said constitutional text, with respect to the right to education and freedom to choose and create educational centers. Against this backdrop, the present paper reviews the constitutional state of play and makes further reflections from a rights-based perspective and taking into account the cultural pluralism that characterizes contemporary societies.

scholarly journals Four years following South Africa's declaration upon the ratification of the ICESCR and jurisprudence on the right to basic education: A step in the right direction?

2019 ◽  
Vol 23 ◽  
Author(s):  
Robert Doya Nanima ◽  
Ebenezer Durojaye
Keyword(s):  
South African ◽  
Basic Education ◽  
National Policy ◽  
Best Interests ◽  
Policy Framework ◽  
Right To Education ◽  
National Education ◽  
Cultural Rights ◽  
The One ◽  
The Right

ABSTRACT Education empowers individuals to develop the skills needed for economic success in order to contribute to nation-building and reconciliation. Following South Africa's ratification of the International Covenant on Economic, Social and Cultural Rights, there were mixed reactions on account of the much-anticipated ratification, on the one hand, and the declaration that subjected the right to basic education to the National Education Policy Framework and the available resources, on the other. This article interrogates the efficacy of this declaration in the realisation of the right to basic education in South Africa. It utilises a three-step approach. First, it contextualises the right to education and evaluates the declaration. Secondly, it evaluates selected decisions of the South African courts to establish the trend on the right to basic education. The third step juxtaposes the executive's and the courts' approaches from the ratification to date. A conclusion and recommendations inform the way forward. Keywords: Best interests principle, Eviction of schools, Immediate realisation, National policy, Provision of textbooks, Right to basic education, Staffing.

scholarly journals Kerkhoff v Minister of Justice and Constitutional Development 2011 2 SACR 109 (GNP): Intermediary Appointment Reports and a Child's Right to Privacy Versus the Right of an Accused to Access to Information

2017 ◽  
Vol 20 ◽  
pp. 1
Author(s):  
Mildred Bekink
Keyword(s):  
South African ◽  
Mental Stress ◽  
Criminal Procedure ◽  
Child Witnesses ◽  
Access To Information ◽  
Constitutional Development ◽  
Mental Age ◽  
Competent Person ◽  
The Subject ◽  
The Right

General consensus exists that the adversarial nature of the South African criminal procedure with its often aggressive cross-examination of a witness, sometimes by an accused himself, will in most cases expose a child to undue mental stress or suffering when having to testify in court. In confirmation of this fact and with a notion to shield child witnesses from the stress or suffering when having to testify in the presence of an accused the function of an intermediary was introduced with the insertion of section 170A into the Criminal Procedure Act 51 of 1977. In terms of section 170A(1) a court may if it appears to such court that it would expose any witness under the biological or mental age of eighteen years to undue mental stress or suffering if he or she testified at such hearing, appoint a competent person as an intermediary in order for the witness to give evidence through that intermediary. Section 170A(1) contemplates that a child complainant will be assessed prior to testifying in court in order to determine whether the services of an intermediary should be used. If the assessment reveals that the services of an intermediary are needed, then the state must arrange for an intermediary to be available at the commencement of the trail. The aforementioned procedure of section 170A(1) was followed in Kerkhoff v Minister of Justice and Constitutional Development 2011 2 SACR 109 (GP) and is the subject of this discussion.

scholarly journals Resilience to COVID-19-related stressors: Insights from emerging adults in a South African township

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0260613
Author(s):  
Linda Theron ◽  
Diane Levine ◽  
Michael Ungar
Keyword(s):  
Emerging Adults ◽  
South African ◽  
Cultural Context ◽  
Emerging Adult ◽  
Multiple Systems ◽  
Disadvantaged Communities ◽  
Individual Interviews ◽  
Adult Resilience ◽  
Ways Of Being ◽  
South African Township

There is widespread recognition that stressors related to Coronavirus Disease 2019 (COVID-19) jeopardize the development of emerging adults, more particularly those living in disadvantaged communities. What is less well understood is what might support emerging adult resilience to COVID-19-related stressors. In response, this article reports a 5-week qualitative study with 24 emerging adults (average age: 20) living in a South African township. Using digital diaries and repeated individual interviews, young people shared their lived experiences of later (i.e., month 4 and 7) lockdown-related challenges (i.e., contagion fears; livelihood threats; lives-on-hold) and how they managed these challenges. An inductive thematic analysis showed that personal and collective compliance, generous ways-of-being, and tolerance-facilitators enabled emerging adult resilience to said challenges. Importantly, these resilience-enablers drew on resources associated with multiple systems and reflected the situational and cultural context of the township in question. In short, supporting emerging adult resilience to COVID-19-related stressors will require contextually aligned, multisystemic responses.

Adulthood and the Right to Education

2021 ◽  
pp. 69-90
Author(s):  
Christopher Martin
Keyword(s):  
Good Life ◽  
Personal Autonomy ◽  
Compulsory Education ◽  
Right To Education ◽  
Educational Rights ◽  
Narrow View ◽  
Political Ideal ◽  
Full Life ◽  
Liberal Citizenship ◽  
The Right

This chapter argues that holding personal autonomy as a political ideal entails a right to education over a full life, not just childhood. The first section reviews the terms under which autonomy is commonly held to be basic to liberal citizenship and how this justifies an individual right to a basic compulsory education in childhood. The second section argues that the tendency to see this right as applying to childhood only is due to an unduly narrow view of autonomy as a political ideal. Finally, it defends an expanded view of autonomy that justifies a role for education in a good life in media res. This role is held to be sufficiently important enough to warrant extending citizens’ educational rights to include post-compulsory provision.

Een kwarteeuw strijd om een gedeeltelijke vernederlandsing van het katholiek middelbaar onderwijs. Jezuïeten en bisschoppen versus katholieke flaminganten. Verdere inzichten via een nieuwe bronnenpublicatie (1900-1906)

2009 ◽  
Vol 68 (4) ◽  
pp. 317-330
Author(s):  
Harry Van Velthoven
Keyword(s):  
Secondary Education ◽  
Catholic Education ◽  
General Rule ◽  
Spoken Language ◽  
University Education ◽  
Decision Making Process ◽  
Right To Education ◽  
Depth Study ◽  
The Subject ◽  
The Right

Het afdwingen van het recht op onderwijs in eigen taal behoorde tot de kernstrategie van de Vlaamse beweging: de erkenning van het leervak Nederlands op gelijke voet met het Frans in het secundair onderwijs en daarnaast de vernederlandsing van een paar vakken met perspectief op uitbreiding en zo de stap naar de hervorming van het universitair onderwijs. De taalwet van 1883, beperkt tot het door de staat ingericht onderwijs, kwam daaraan in essentie tegemoet, zij het via een moeizame toepassing. In het sterkere vrij katholiek onderwijs bestond geen algemene regeling. Vooral de Jezuïeten en de Jozefieten, die ook de slechtste reputatie hadden, zouden zich verzetten. Daarop begonnen ook de katholieke flaminganten steeds meer op een verplichting bij wet te rekenen en vandaar ook het wetsvoorstel-Coremans in 1901. Toen Mgr. Mercier in 1906 kardinaal werd, slaagde hij erin alle bisschoppen en reguliere orden achter de “Bisschoppelijke Onderrichtingen” van september te krijgen. Hoewel deze verbeteringen inhielden, waren ze vanuit principieel oogpunt slechter dan de taalwet van 1883: tweetalig lager onderwijs, geen vernederlandsing van vakken in het secundair onderwijs en de principiële afkeuring van het Nederlands als voertaal voor het universitair onderwijs. Het leidde tot een vertrouwensbreuk met het grootste deel van de katholieke Vlaamse beweging. Het is de verdienste van Lieve Gevers dat zij, nu ook voor de periode 1900-1906, de kerkelijke archieven terzake grondig heeft onderzocht en via een uitstekend geannoteerde bronnenpublicatie een zeer goed zicht op het besluitvormingsproces mogelijk maakt. ________25 Years of struggle for a partial Dutchification of Catholic Secondary education. Jesuits and bishops against Catholic supporters of the Flemish Movement. More insights due to a new publication of sources (1900-1906)The enforcement of the right to education in one’s own language was part of the core strategy of the Flemish Movement: the recognition of Dutch as a study subject in secondary education at the same level as French, as well as the Dutchification of some subjects with a view to expansion and thereby the transition to the reform of university education. The linguistic law of 1883, limited to education provided by the state, was essentially a concession towards this goal, although its application proved to be difficult. There was no general rule for the stronger free Catholic education. Particularly the Jesuits and the Josephites, who also had the worst reputation, were to resist the change. In reaction the Catholic supporters of the Flemish Movement started to count increasingly on a legal obligation, which resulted in the Coremans bill in 1901. When Mgr Mercier was elevated to cardinal in 1906, he succeeded in uniting all bishops and regular orders behind the Episcopal Instructions of September. Although these included improvements, they were in principle worse than the linguistic law of 1883: bilingual primary education, no Dutchification of study subjects in secondary education, and in principle the rejection of Dutch as the spoken language for university education. It caused a breach of trust with the largest part of the Catholic Flemish Movement. It is the merit of Lieve Gevers that she has provided an excellent insight in the decision making process after an in-depth study of the subject in the ecclesiastical archives, now also for the period of 1900-1906, and by means of an excellent annotated publication of sources.

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