LL.M. (Labour Law) / According to Davies and Freedland, “the relation between an employer and an isolated employee or worker is typically a relation between a bearer of power and one who is not a bearer of power”. In other words, the employment relationship is characterised by an imbalance of power and is inherently unjust if employees do not act collectively. Labour law, from a social justice perspective, serves as “a tool to further the interests of social justice” for employees and serves to equalise the balance of power in the relationship between the employer and employees. From a social justice perspective, trade unions and trade union representatives fulfil a vital function as “a primary vehicle through which to achieve social justice” in the workplace. According to Du Toit, it is only when employees act collectively, through trade unions and their representatives, that employees can counteract the bargaining power of the employer. Therefore, the existence of trade unions and their representatives is linked to the realisation of social justice and, it could be argued, the fulfilment of the right to fair labour practices, which is enshrined in section 23(1) of the Constitution of the Republic of South Africa, 1996 ...

Dissertation submitted in partial fulfilment of the academic requirements for the Master of Technology Degree: Graphic Design, Durban University of Technology, 2011. / In this dissertation I examine of the role of graphic design in the struggle for social justice in South Africa - with specific reference to the concept of human rights. I am motivated by an overwhelming awareness that the Bill of Rights in post-apartheid South Africa exists in striking contrast to the daily struggles for human dignity. In addressing this contradiction I present a historical examination that focuses on the visual impact of the creative combination of images and text to effect socioeconomic and political change. Drawing from Steve Biko’s philosophy of psychological liberation and Paulo Freire’s educational philosophy for critical thinking, I distinguish between propaganda and education. I take the stand that people are not really free if they blindly accept the myths of the established state order and I explore the various ways in which society is misguided by these myths. I argue that unlike graphic design that maintains the status quo and represents the propaganda of the established order, ‘graphic design for social justice’ represents the voice of people’s power against state power. Through this study and practice I conclude that the role of graphic design for social justice in South Africa is to uncover the myths of state power by presenting scenarios that encourage critical thinking, dialogue and open debate about power and the abuse of power in the continued struggle for human dignity. It is intended that this body of work, and the exhibition that results from it, contributes in part to the writing and documentation of a history of South African socio-political graphics. / National Research Foundation

South Africa is a land of extraordinary beauty, ecological diversity and abundance. However, the land that God has entrusted to us is crying for justice. During the years of struggle against apartheid several ecumenical documents addressed the issues of the day. The Letter to the People of South Africa (1968), the Kairos Document (1985), the Evangelical Witness in South Africa (1986), the Road to Damascus (1989) and the Rustenburg Declaration (1990) may be mentioned in this regard. In the same ecumenical and prophetic spirit, this document seeks to address the escalating destruction of our environment that results in immense suffering for people, for other living species and for our land as a whole. In responding to this challenge Christians in South Africa may recognise, acknowledge and learn from the many voices and contributions on environmental concerns coming from all over the world — from churches and ecumenical movements, from the Earth Charter movement, from other religious traditions and from environmental organisations. The World Summit on Sustainable Development (WSSD) - 26 August to 4 September 2002, Johannesburg - also challenges the churches in South Africa to respond to these concerns. / 1st ed / Ecumenical Foundation of Southern Africa (EFSA)

This study explores the schooling experiences in South Africa of migrant children from the Democratic Republic of Congo (DRC). Migration has been an area of interest within political, social and academic circles. In recent times, studies have been and are being conducted on issues on migration especially with the aim of exploring migrants’ experiences and challenges. This study addresses the experiences of migrant children from the Democratic Republic of Congo in schools in South Africa and their social identity as migrants. It aims to bring these issues into focus and to encourage further research and debate with the aim of finding ways of ensuring better schooling experiences for these migrant children. As its objective, and in line with the aspirations of inclusion and diversity of the present system of education in South Africa, this study: enables an insight into the Congolese migrant children’s school experiences and the resulting challenges for schooling in South Africa, provides an avenue to explore these challenges and experiences in the light of educational policies in place in South Africa and how these challenges affect the children’s education, raises critical issues regarding inclusion and diversity in the South African educational context, and contributes to ongoing debate, awareness and research interest in the area of study. The study addresses the extent to which the inclusive schooling system in South Africa does in reality include these migrant children. This study is situated within the critical paradigm and engages Social Identity Theory as its theoretical framework. It employs a case study methodology to explore the schooling experiences of migrant children from the Democratic Republic of Congo. The theoretical framework as well as the methodology used in this study makes provision for a critical engagement in the analyses of these experiences. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

The Introduction to the statement explains that its aim is to contribute to the search for a more just, equitable and sustainable economic dispensation. It reminds people that, as a nation, we have overcome the horrors of apartheid and made significant progress towards peace and stability. However, we are sitting on an economic time-bomb; if we do not strive for economic justice we must expect a deepening of our social problems such as crime, lawlessness, poverty and unemployment. The second section considers the Church's Prophetic Duty to speak out and to bring Gospel values to bear on political, economic and social matters. A second transformation is needed: massive, and overwhelmingly positive, political change has occurred, but the same has not yet happened in the economy, with the result that the majority of our people still have little chance of fulfilling their reasonable hopes for a better life. Section three turns to the question of Discerning Economic Justice. It is asserted that every economy has a moral quality which makes it possible for us to pass judgements as to whether or not it is a just economy. In order to make such judgements the presence or absence of various factors must be assessed, including poverty, unemployment, discrimination, materialism and environmental degradation. Next, the statement deals briefly with Economic Structure. The fact that economies are complex, and that most people are unfamiliar with economic terminology, results in many people feeling powerless. They believe that, as individuals, they have no influence over, or responsibility for, the way an economy operates. Some of the negative consequences of such a belief are mentioned, and it is pointed out that we have a moral duty to make the correct choices, even in complex matters. Section four, Christian Economic Values, offers some guidelines for those striving to make these choices. The section summarises some of the main concepts and principles developed by the Church as ways of making concrete the commandment to 'love your neighbour as yourself'. These include the common good, solidarity, the option for the poor, the common destiny of goods, and the integrity of creation. The South African Economy is analysed in section six, according to the criteria mentioned in section three. Poverty, unemployment, materialism, greed, the lack of women's economic empowerment, debt and corruption are among the features identified as contributing to economic injustice in our country. But the gap between rich and poor is singled out as the defining characteristic of our economy, with millions of South Africans surviving, like Lazarus, on crumbs from the rich man's table. No country's economy exists in isolation, free from outside influences. Therefore, in section seven, some attention is given to The World Economy, especially to aspects which affect South Africa. The point is made that international factors can act as powerful constraints on moves towards economic justice at home, without their being, however, an excuse for a lack of effort in this direction. When statements such as the present one are published, people have a right to expect the authors to make specific and practical recommendations. This is attempted in section eight, What Can Be Done? The major role-players in the economy are identified and various steps are suggested for each of them; these range from fiscal initiatives to encourage job-creation, through changes to personal taxation and measures to improve productivity and training, to the promotion of the interests of the unemployed. However, it is conceded that even the most enlightened economic measures will not be able to withstand selfish and destructive attitudes. The question of people's attitudes to each other and to economic choices is therefore addressed, with particular emphasis being placed on the role of the religious community in this regard. By way of Conclusion the statement points out that economic justice is demanded not just by the poor and by forthcoming generations, but by God. In striving for a just economy we are carrying forward Jesus' great task of bringing fullness of life to all people. / 2nd ed

Thesis (LL.M.)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: In recognition of the socio-economic imbalances inherited from the past and the abject poverty experienced by many, the people of South Africa adopted a Constitution fully committed to protecting socio-economic rights and advancing social justice. Apartheid constituted a violation of every internationally recognised human right. Seen in this light the emphasis on socio-economic rights in the new South African Constitution represents a commitment to guarantee to everyone in society a certain minimum standard of living below which they will not be allowed to fall. As the Constitution recognises socio-economic rights as justiciable rights, they can be of assistance to those who are unable to support themselves when challenging the state for the non-delivery of basic services. The duty to deliver the services lies first with the state and the court becomes involved only once it is alleged that the state has failed to fulfil its duty. The primary purpose of the study is aimed at determining the effectiveness of the South African Human Rights Commission in monitoring court orders in respect of the implementation of socio-economic rights. Non-Governmental Organisations, involved in the promotion and protection of human rights including socio-economic rights, cannot be left out of the process. It is argued that where the Courts issue structural interdicts, which have of late been used by them, albeit not enough in the context of socio-economic rights, they are responsible for the implementation of such orders. It is also argued that the South African Human Rights Commission and NGOs must be enjoined to ensure that court orders are better implemented. Court orders in respect of socio-economic rights in almost all the cases to date were neither implemented nor monitored adequately. / AFRIKAANSE OPSOMMING: Ter erkenning van die sosio-ekonomiese ongelykhede wat post-apartheid Suid- Afrika geërf het en die volslae armoede waaraan talle Suid-Afrikaners onderwerp is, het die mense van Suid-Afrika 'n grondwet aanvaar wat verbonde is tot die beskerming van sosio-ekonomiese regte en die bevordering van maatskaplike geregtigheid. Apartheid het elke internasionaal-erkende mensereg geskend. Teen hierdie agtergrond verteenwoordig die klem op sosioekonomiese regte in die nuwe Suid-Afrikaanse grondwet 'n verbondenheid daartoe om vir elkeen in die maatskappy 'n bepaalde minimum lewensstandaard te waarborg, waaronder hulle nie toegelaat sal word om te sak nie. Aangesien die grondwet sosio-ekonomiese regte as beregbare regte erken, kan hierdie regte van nut wees vir mense wat hulself nie kan onderhou nie, as hulle die staat uitdaag omdat basiese dienste nie gelewer word nie. Die plig om dienste te lewer berus eerstens by die staat, met die gevolg dat die hof eers betrokke raak as die staat nie daarin slaag om sy plig te vervul nie. Die primêre doel van hierdie studie is om vas te stel hoe effektief die Suid- Afrikaanse Menseregtekommissie is met die monitering van hofbevele wat betrekking het op die verwesenliking van sosio-ekonomiese regte. Nieregeringsinstansies wat betrokke is by die bevordering en beserkming van menseregte, met inbegrip van sosio-ekonomiese regte, kan egter nie uit die proses gelaat word nie. In hierdie studie word aangevoer dat waar die strukturele interdikte gee, soos wat in die onlangse verlede gebeur het, selfs al is dit nie genoeg in die konteks van sosio-ekonomiese regte nie, hulle ook verantwoordelikheid is daarvoor dat sulke bevele uitgevoer word. Dit word verder gestel dat die Suid-Afrikaanse Menseregtekommissie en nieregeringsinstansies moet saamwerk om te verseker dat hofbevele beter uitgevoer word. Tot op datum is amper geen hofbevele oor sosio-ekonomiese regte bevredigend uitgevoer of genoegsaam gemoniteer nie.

The purpose of this treatise is to develop a spirit of understanding affirmative action as a strategy that gives South Africa a human face of equality. The strategic development of affirmative action as part of Employment Equity Act is based on equality at workplace. This work takes note of the need to integrate human resource development for employment, productivity and education system that is based on formal education, prior knowledge education (RPL) and previous experience. The imbalances were designed to be of racial reflection therefore the redress process is racial in character but non-racial in content as the envisaged society is a non-racial society. The historical background of inequality and racial discrimination is noted in the environment of employment and on how other laws were enforcing the inequality. The arguments against affirmative action are debated and valid points of such arguments are noted as points of concern that must be considered in the process to attain equality. This work views affirmative action as a process that goes beyond employment relations and work as an instrument to change society by addressing social needs and services that have a reflection of inequality. Education is viewed as the out most important process to change the lives of people as affirmative action has a requirement of suitably qualified candidates to be affirmed. In South Africa problems of inequality were political designed but were enforced by various laws that were having material and psychological impact on the previously disadvantaged. The designated groups were divided into Africans, Indians and Coloureds, in Naidoo v Minister of Safety and Security this principle of defining designated racial groups was promoted in correction to the direction that was taken in Motala v University of Natal.Affirmative action is a legal process that addresses political designed problems. It is also a process that is exposed to abuse. Corrupt officials and managers appoint employees that do not qualify for posts on the bases of political affiliation or any other ground of discrimination. This is discussed with reference to the allegations of SADTU selling posts for principals, senior managers appointed in state co-operatives. The above mentioned tendencies are noted as part of negative indicators on the process that is meant to bring equality and non-racial society where all the citizens are given equal opportunities. This work views affirmative action as a strategy that is based on achieving a society that has a human face where race shall not be a point of reference.

Submitted in fulfillment of requirements of the Degree of Doctor of Philosophy in Food and Nutrition, Durban University of Technology, 2017. / The focus of this study is to develop a capacity building programme that prepares students for service learning (SL) with the purpose of developing social responsibility and active critical citizenship underpinned by a social justice paradigm at a University of Technology (UoT). In developing countries such as South Africa that still experience severe injustices and inequality of access to, for example, certain services such as health services, it is impossible to ignore issues of human and social development and poverty reduction when promoting the university’s role in development. The developmental role of HEIs has been reinforced through the introduction and formalization of Community Engagement (CE) as a core function of higher education together with teaching and learning and research. When examining the role of universities in educating students for social responsibility and critical citizenship, it is evident that the biggest area of growth of CE has been in the form of Service Learning (SL) and community service. The study posits that in the South African context of HEIs, the potential for fostering, specifically critical discourse and creative thinking exists in what are termed as traditional universities because of the nature of the varied disciplines offered at these institutions. On the other hand, UoTs focused predominantly on the technical study field and on training students for the market place. The emphasis on Work Integrated Learning (WIL) and industry placements narrowed the focus and excluded insights into South Africa’s diversity and socioeconomic issues in the curriculum. The concept of social responsibility within a social justice paradigm is a foreign concept at UoTs in particular. To facilitate SL within a social justice paradigm and to address issues of injustice and inequality in SA at universities, the question that needs to be asked is: how should the preparation of students be shaped to adequately prepare them to become justice-orientated, socially and civically responsible students without compromising their work preparedness? This bigger question leads to the specific question of the study, which is: if the department of Food and Nutrition Consumer Sciences at the Durban University of Technology (DUT) is to develop justice orientated, socially and civically responsible students, what theoretical and philosophical considerations should guide the development of a SL capacity building programme? To achieve the purpose of the study the following objectives were identified: firstly, establish the effectiveness of the current preparation of Food and Nutrition students for SL to foster justice-orientated social and civic responsibility; secondly, determine the theoretical and philosophical considerations that should guide the development of students’ justice-orientated social and civic responsibility through SL in the field of Food and Nutrition; thirdly, develop and implement a SL capacity building programme to foster social responsibility and critical active citizenship within a social justice paradigm; finally, develop a framework for a social justice-orientated SL capacity building programme post evaluation A sequential exploratory mixed methods research protocol was applied in this study. The research process consisted of three phases. Phase I entailed the exploration of the research question with qualitative data collection (focus groups) and analysis. This phase was followed by a developmental phase (Phase II) during which the qualitative results and the theoretical and philosophical considerations evident in the literature were used to develop a capacity building programme. The programme was implemented and the impact of the programme was evaluated in Phase III through the application of the Civic Attitudes and Skills Questionnaire (CASQ). Purposeful sampling was applied in Phases I (qualitative phase) and III (quantitative phase). During phase I five focus groups were conducted (n = 43). Phase III sample consisted of two groups namely, the experimental group (n = 19) and a control group (n = 24). Focus group interviews were recorded and transcribed verbatim after which the data was coded followed by a thematic analysis. The data from the CASQ was captured on Microsoft Excel® and analysed according to CASQ scales using the Statistical Package for Social Sciences (SPSS) version 23 to determine mean and standard deviations. A paired sample 2-tailed t-test was used to determine statistical significant differences between the pre- and post-test. Results from phase I confirmed students’ understanding of CE is mostly a charitable view with little emphasis on addressing social justice issues. The results showed that SL as currently planned and executed seems to perpetuate and reinforce existing social hierarchies and paternalism. The most common expectation of participating in CE from students was to apply skills and theoretical knowledge in a community setting. Students also commented that they expected to be developed personally and to learn about others. Additionally, it is evident from the results that students did not indicate any changes in their social justice awareness. The programme developed in phase II was within the framework of four dimensions including self-awareness, awareness of others, awareness of social issues and change agent as critical to preparing students for SL with the purpose of fostering social responsibility and active critical citizenship within a social justice paradigm and guided by the Ubuntu philosophy, Freire’s critical pedagogy and Mezirow’s transformative learning theory. The results of phase III showed that the experimental group who participated in the capacity building programme showed a significant increase in the social justice related subscales indicating their intentions of future civic action and change in social justice attitudes. The results in the control group demonstrated a decrease in the mean values in the post-test for the social justice subscales. The experimental group also showed an increase in the interpersonal and problem-solving skills, leadership skills, diversity attitudes and course value subscales but it was not significant. An opposite pattern was demonstrated in the control group with significant decreases in the interpersonal and problem-solving skills, leadership skills, diversity attitudes and course value. The results showed the significant impact of the capacity building programme on students’ awareness and understanding of social justice issues. Overall, the findings of the various phases assisted in refinement of the framework for a social justice orientated SL capacity building programme. The developed framework consists of five key components: philosophy that guides social justice oriented service learning; theories that underpin service learning; a pedagogy that would effectively enhance a social justice oriented SL experience; and praxis that integrates theory and practice. / D

Thesis (DPhil (History))—University of Stellenbosch, 2008. / This thesis presents, from the perspective of socio-environmental history, a case study in forced removals and their ramifications from 1905 to 1977. The focus area is a township called Lady Selborne in South Africa, near Pretoria, and Ga-Rankuwa, where some of those displaced were relocated. The thesis demonstrates that forced removals did not only result in people losing their historical land, properties and material possessions but also their sense of being and connectedness. The focus is thus on the changing perceptions of people in the midst of their land loss, an area of study that is generally under-examined in academia. The research provides a complex picture of the ramifications of forced removals on the former inhabitants of Lady Selborne. Lady Selborne was a “home”, a place for being human where the residents managed to engage in food production and owned properties in a multiracial area. Forced removals emanated from the National Party government’s desire to control African land ownership, and the manner in which land dispossession took place resulted in environmental injustice. This thesis applies theories of environment, power and injustice to explore how the people related to their environment and how that relationship was defined by class, gender and race. In Lady Selborne, black Africans were displaced from an area that was fertile, close to the city centre of Pretoria and relocated to infertile Ga-Rankuwa on the outskirts of the city. This resettlement resulted in many of those relocated being prevented from engaging in food production which was in turn an affront to Sotho-Tswana culture and religion with its emphasis on land as lefa: a bequest that has to feed its inhabitants. This thesis thus argues that successive governments (and many scholars) have downplayed black African environmental ethics, dismissing them as ‘superstition’. This mindset once resulted in forced removals and they in turn led blacks to disregard environmental issues. Ga-Rankuwa became degraded with litter, soil erosion and dongas, especially in the 1970’s, as people realised that there was no hope of returning to Lady Selborne. Environmental apathy emerged unconsciously as a response to forced removals. The thesis concludes by considering the idea of a ‘usable past’ and proposes that socio-environmental history can play a role in realising environmental justice.

Research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Master of Arts in Political Studies. March 2015 / This paper examines race and class schisms among South African LGBTI persons using the lens of hate crimes legislation. While much praise is given to South Africa’s constitutional framework which provides for non-discrimination on the grounds of sexual orientation, LGBTI persons still face unacceptably high levels of violence and victimisation. An ongoing trend of violent murders of black lesbian women in particular has mobilised advocacy by LGBTI organisations and other civil society actors to call for hate crimes legislation. This paper takes a critical look at hate crimes legislation and the potential problems of its application in a society with gross inequality and power discrepancies. This critique has as its foundation an acknowledgement that action needs to be taken to address the scourge of violence, while at the same time understanding the intersectionality of oppression and the uneven results achieved by liberal legal reform.