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Grade 12 examination results' top 20 positions : the need for the creation of sustainable learning environments for social justice in all schools

Published Article / Why do African learners continue to be underrepresented in the top 20 positions of the Grade 12 examination results, and what can be done to remedy the situation? Yosso's notion of community cultural wealth shows that it is because our education continues to exclude the African learners' ways of knowing and being that the situation remains as it is. Analysing discourses of top performing white former Grade 12 learners, their teachers, their parents and their former African classmates, indicate that including modes of knowing of all learners in the curriculum irrespective of their race, class, disability or gender may help to create more socially just schooling, which is reflective of sustainable learning environments.

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cut/oai:ir.cut.ac.za:11462/608
Date January 2012
CreatorsMahlomaholo, S.
ContributorsCentral University of Technology, Free State, Bloemfontein
PublisherJournal for New Generation Sciences, Vol 10, Issue 2: Central University of Technology, Free State, Bloemfontein
Source SetsSouth African National ETD Portal
Languageen_US
Detected LanguageEnglish
TypeArticle
Format174 458 bytes, 1 file, Application/PDF
RightsCentral University of Technology, Free State, Bloemfontein
RelationJournal for New Generation Sciences;Vol 10, Issue 2

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