Hopeful teacher education in South Africa: Towards a politics of humanity

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dc.contributor.authorWaghid, Yusefen_ZA
dc.date.accessioned2017-06-01T09:42:25Z
dc.date.available2017-06-01T09:42:25Z
dc.date.issued2012
dc.descriptionCITATION: Waghid, Y. 2012. Hopeful teacher education in South Africa: Towards a politics of humanity, in B. Leibowitz (ed.). Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA. 101-112. doi: 10.18820/9781928357056/08.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaen_ZA
dc.description.abstractINTRODUCTION: In this chapter I offer an account of Nussbaum’s politics of humanity to show how teacher education programmes can be remedied as the country’s universities endeavour to address the poor quality of teacher education programmes. Since the demise of apartheid education, the development of policy in relation to teacher education in South Africa has undergone major adjustments, and yet credible change in teacher education remains elusive. By far the most prominent conceptual and pragmatic change to which teacher education has been subjected points towards the cultivation of teachers who can enact their professions as democratic citizens. This implies that teachers ought to engender in learners a spirit of democratic citizenry that can imbue in them the virtues of dialogical engagement, connecting caringly with the other, and performing their tasks in a responsible manner. So it happens that current policy on teacher education accentuates the ‘roles’ of teachers in a post-apartheid dispensation along the lines of such democratic virtues.en_ZA
dc.description.versionPublishers' versionen_ZA
dc.identifier.citationWaghid, Y. 2012. Hopeful teacher education in South Africa: Towards a politics of humanity, in B. Leibowitz (ed.). Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA. 101-112. doi: 10.18820/9781928357056/08.en_ZA
dc.identifier.isbn978-1-920338-88-6en_ZA
dc.identifier.issn978-1-928357-05-6 (ebook)
dc.identifier.otherdoi: 10.18820/9781928357056/08
dc.identifier.urihttp://hdl.handle.net/10019.1/101665
dc.language.isoen_ZAen_ZA
dc.publisherSUN MeDIAen_ZA
dc.relationHigher Education for the Public Good: Views from the Southen_ZA
dc.relation.haspartGraduate attributes for the public good: a case of a research-led universityen_ZA
dc.relation.haspartIntroduction: Reflections on higher education and the public gooden_ZA
dc.relation.haspartSelf study as a mechanism to foster hopeful teachingen_ZA
dc.relation.haspartTeaching citizenship in visual communication design: reflections of an Afrikaneren_ZA
dc.relation.haspartAn evaluative framework for a socially just institutionen_ZA
dc.relation.haspartAfterworden_ZA
dc.relation.haspartCritical professionalism: a lecturer attribute for troubled timesen_ZA
dc.relation.haspartTowards a pedagogy of hybridity, reconciliation and justiceen_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101763en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101664en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101655en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101654en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101620en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101662en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101660en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101661en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101653en_ZA
dc.rights.holderBrenda Leibowitzen_ZA
dc.subjectTeachers -- Training of -- South Africaen_ZA
dc.subjectEducational change -- South Africaen_ZA
dc.subjectCitizenship -- Study and teachingen_ZA
dc.subjectDemocracy and education -- South Africaen_ZA
dc.subjectCommon good -- South Africaen_ZA
dc.titleHopeful teacher education in South Africa: Towards a politics of humanityen_ZA
dc.typeChapters in Booksen_ZA
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