Published Article / Social justice as a higher education project in South Africa has been a subject of intense debate mainly at institutional level, with considerable time and energy devoted to how such projects should take shape. There is, however, a need for a more profound understanding of how such an agenda plays itself out at classroom level. By engaging a self-study methodology, I argue for how the critical spaces that comprise a teacher education pedagogy curriculum can be effectively harnessed to foreground issues of social justice. I proceed to theorise an integrated social justice model for a pedagogy curriculum by demonstrating how the social justice teacher education pedagogue, a social justice pedagogy and a social justice troubling of disciplinary knowledge is likely to shape the social justice dispositions of the imagined student teacher.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cut/oai:ir.cut.ac.za:11462/610 |
| Date | January 2012 |
| Creators | Moonsamy, Maistry, S. |
| Contributors | Central University of Technology, Free State, Bloemfontein |
| Publisher | Journal for New Generation Sciences, Vol 10, Issue 2: Central University of Technology, Free State, Bloemfontein |
| Source Sets | South African National ETD Portal |
| Language | en_US |
| Detected Language | English |
| Type | Article |
| Format | 191 186 bytes, Application/PDF |
| Rights | Central University of Technology, Free State, Bloemfontein |
| Relation | Journal for New Generation Sciences;Vol 10, Issue 2 |
Page generated in 0.0024 seconds