دورية أكاديمية
Social Justice Praxis in Education: Towards Sustainable Management Strategies
| العنوان: | Social Justice Praxis in Education: Towards Sustainable Management Strategies |
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| اللغة: | English |
| المؤلفون: | van Deventer, Idilette, van der Westhuizen, Philip C., Potgieter, Ferdinand J. |
| المصدر: | South African Journal of Education. May 2015 35(2). |
| الإتاحة: | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2015 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Social Justice, Praxis, Interpersonal Relationship, Change Strategies, Sustainability, Constructivism (Learning), Qualitative Research, Semi Structured Interviews, Focus Groups, Principals, Leadership Styles, Caring, Empathy, Administrator Responsibility, School Administration, Educational Strategies, Governance, Foreign Countries |
| مصطلحات جغرافية: | South Africa |
| تدمد: | 0256-0100 |
| مستخلص: | Social justice, defined as an impetus towards a socially just educational world, is based on the assumption that all people, irrespective of belief or societal position, are entitled to be treated according to the values of human rights, human dignity and equality. Diverging from the classical positivist approach in social science research that takes injustice as its impetus, the researchers departed from a socio-rationalist approach into exploring sustainable management strategies for effective social justice praxis. This approach has enabled the construction of a conceptual-theoretical framework and an iterative qualitative inquiry, which has as its central principal the sustainable management strategies for effective social justice praxis. Four key findings affirmed the belief that good praxis was to be found in "Gemeinschaft" relationships, in the influence exerted by government and education systems and structures, where government "and" principals were found to be co-responsible in ensuring that the best interest of the child was served. This responsibility included practices found in collaborative efforts, where communities became the guardians of their schools due to a disciplined school that followed constitutional values. Lastly, these practitioners aligned their management strategies with human rights values, as well as human dignity and equality, and their strategies found pride of place in extant ubuntu principles. |
| Abstractor: | As Provided |
| Number of References: | 58 |
| Entry Date: | 2017 |
| رقم الأكسشن: | EJ1135094 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0256-0100 |
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