Doctoral Degrees (Education Policy Studies)
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Browsing Doctoral Degrees (Education Policy Studies) by browse.metadata.advisor "Le Grange, L. L. L."
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- ItemA discourse analysis of education for social justice focusing on sustainable development, equality and economic development : implications for teaching and learning(Stellenbosch : Stellenbosch University, 2014-12) Waghid, Zayd; Van Wyk, B.; Le Grange, L. L. L.; Stellenbosch University. Faculty of Education. Department of Education Policy Studies.ENGLISH ABSTRACT: This dissertation offers a critical discourse analysis of the Grade 11 Economics Further Education and Training learning goals in relation to the Growth and Development Policy Frameworks promulgated by the democratic government of South Africa. Specifically, through an interpretive analysis of both text and context, this dissertation examines the possibility of an education for social justice in the forms of sustainable development, equity and economic development manifesting in a local high school, more specifically in the teaching and learning in the Economics classroom. With the aid of a critical discourse analysis of three films – An Inconvenient Truth, Into the Wild and The Gods Must Be Crazy – supported by analyses of the learners’ comments on Facebook in relation to the films and the learners’ interview comments, it was found that it is possible to cultivate an education for social justice in a classroom, as is evident from the following justifications: First, the learners and I (as educator) developed a critical awareness and acquired more informed understandings of social injustices, such as unsustainable forms of human experience, societal inequities, and the negative effects of economic under-development that work against issues of need, equality, and desert – all aspects of social justice; second, the learners were initiated into inclusive, deliberative and equal pedagogical relations through which they developed an enhanced cognitive ability to express their points of view; and third, the learners and I came to the distinct realisation that social injustice can only be addressed through an internalisation of the transformative learning goals of the Economics curriculum commensurate with the goals of the Growth and Development Policy Frameworks (GDPFs), which should provoke us into bringing about social change both within and beyond the classroom. Despite the criticism that an education for social justice is not always attentive to the learning goals of the curriculum, this study has found that it is possible to cultivate an autonomous self who is cognisant of social change; pedagogical relations that are constituted by deliberations, inclusivity and the equal expression of informed speech; and a form of human agency that can disrupt societal inequities and oppressions without always having to be told (by an educator) to do so.