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Japanese youth, like everywhere else, are trying to build their future despite the crises that are shaking their world, the latest being the triple disaster of Fukushima. Often considered to be more focused on a personal or even hedonistic life, they surprised the media when a student movement took the floor to criticize the Abe government's security and Self-Defense Forces bills in 2015. The so-called SEALDs movement (Student Emergency Action for Liberal Democracy) was formed some time after the Indigenous or Occupy Wall Street movements, but it shares similar concerns.
Understanding the SEALDs' experience from the perspective of John Dewey's philosophy allows us to highlight once again the dangers that digital technology poses to individuals, the collective and their values.
Understanding the SEALDs' experience from the perspective of John Dewey's philosophy allows us to highlight once again the dangers that digital technology poses to individuals, the collective and their values.
Japanese youth, like everywhere else, are trying to build their future despite the crises that are shaking their world, the latest being the triple disaster of Fukushima. Often considered to be more focused on a personal or even hedonistic life, they surprised the media when a student movement took the floor to criticize the Abe government's security and Self-Defense Forces bills in 2015. The so-called SEALDs movement (Student Emergency Action for Liberal Democracy) was formed some time after the Indigenous or Occupy Wall Street movements, but it shares similar concerns.
Understanding the SEALDs' experience from the perspective of John Dewey's philosophy allows us to highlight once again the dangers that digital technology poses to individuals, the collective and their values.
Understanding the SEALDs' experience from the perspective of John Dewey's philosophy allows us to highlight once again the dangers that digital technology poses to individuals, the collective and their values.
Abstract
Japan’s youth, considered depoliticized, surprised the national media when a movement of students mainly attached to Tokyo universities, called Students Emergency Action for Liberal Democracy (SEALDs), formed in 2015 to criticize the Abe government’s security and Self-Defence Forces bills. Out of sync with the Indignados or Occupy Wall Street movements, SEALDs was not scrutinized like the other movements, even though it had similar concerns. With reference to the philosophy of John Dewey, this “forgotten” movement is analyzed as an experiment in learning about democracy by young Japanese people confronted with crises that cast a shadow over their future. The mobilization made possible by digital technology is also critically examined.
South Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
South Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Abstract
The provision of basic education for all children in South African rural schools is regulated and guided by South African education law, policies and plans. These regulating and guiding documents provide for a provision of education that promotes social justice. Social justice in education refers to a commitment to challenging social, cultural and economic inequalities imposed on individuals from any differential distribution of power, resources and privilege. The Department of Basic Education (DBE) is responsible for implementing the applicable law, policies and plans to provide education and promote social justice in approximately 11,252 schools in rural areas across the country. Social justice consolidates the rights of every person in the country and affirms the democratic values of human dignity, equality and freedom (Section 2 of the Constitution of the Republic of South Africa of 1996). The current incidents regarding the violation of human rights in rural schools are against the promotion of human rights provided by Chapter 2 (Bill of Rights) of the Constitution of the Republic of South Africa of 1996. The following five research questions are addressed using legal, policy, and academic documents and plans analysed through document analysis: How is social justice promoted through meaningful access to education in rural schools? How does educational inequality affect rural education? How do the factors such as religion, politics, socio-economic affairs and culture influence rural education? How do class, race, gender and LGBTQ status affect rural education? How are digital access and equity promoted in rural schools? This chapter is underpinned by the theory of social justice as developed by Robert Nozick (Nozick, 1974) and John Rawls (Rawls, 1999). It provides recommendations on how social justice can be promoted in rural schools of South Africa. The main finding is that the State has had some achievements, but a lot still needs to be done in the provision of basic education in rural public schools. The main recommendation is that the State should effectively use the applicable law, policies and plans to promote social justice in rural communities and schools.
Abstract
Most rural schools are victims of poor planning coupled with a lack of oversight from leadership of the school management team (SMT). However, the classification of schools as Section 21 without function C exacerbated the challenge of poor resource provision experienced by rural schools. Most Section 21 schools are rural, semi-rural, semi-urban and farm schools that experience the worst form of financial and physical resource deprivation. This study seeks to understand bottlenecks that derail equitable resource allocation and distribution to these schools. The Department of Basic Education (DBE) delegates fiduciary responsibility to the SMT to address all matters related to resource allocation guided by equity and social justice principles. Critical emancipatory research underpins this study and uses the contextual approach to unpack underlying assumptions that hinder equitable resource allocation within the schools in a rural context. There is also troubling evidence of a disconnect between the DBE and SMT, enabling the deliberate sabotage of rural education. Financial and physical resource allocation to rural schools provides extra motivation for school functionality by linking resources and learning. Rural schools, by design, are facing a plethora of challenges to resource allocation while the government opened up a policy of access to redress past imbalances.
Abstract
Stakeholder’s participation in rural school education is crucial. This study seeks to investigates the impact of stakeholder’s participation in rural school education in South Africa. Stakeholder involvement is when people are working together, using their resources to achieve common goals. The framework of quality education is one which meets the school needs due to proper stakeholder participation. This framework fosters the ability of learners to acquire knowledge of the twenty-first century (Stone et al., 2007). The findings showed that stakeholders in education comprise parents, community leaders, government and business personnel. All of these participants have various roles to play in enhancing the quality of rural education. Child-headed households remain a challenge as to whether the heading children are part of the stakeholders as parents or as learners. Child-headed households are described by Le Roux-Kemp (2013) as households where older child/children assume most of the parental responsibilities due to the death, illness or incapacitation of that child/children’s parent(s) or another adult caregiver. In this chapter a child-headed household is a home where there are no adult carers and children live on their own. Normally, an older child will care for siblings, cousins, nephews or nieces. These situations are common in areas or regions affected by genocide or war. Findings also showed that rural schools focus on support from the government and big businesses, ignoring support from small businesses, such as farmers and taxi operations. The study recommends the review of the policy and the establishment of proper partnerships with various stakeholders in order to access resources.
Abstract
Access to quality education is recognised globally as a fundamental human right with no exceptions for socio-economic background, location, gender or race. Besides education being instrumental in reducing inequality in every society, it is also central to the achievement of almost all of the UN Sustainable Development Goals (SDG s). However, integrating educators into the school system in South Africa in order to achieve the SDG s has generated concern. Hence, this chapter focused on examining the nature and extent of the induction of novice educators in rural schools as the praxis of redefining rural education in South Africa. This chapter employed a mixed-method research approach, and its design was grounded within the post-positivism paradigm. A self-developed questionnaire and individual interviews were used to collect data from 33 novice teachers in ten rural schools in the Mvudi Circuit of Limpopo for the quantitative phase, while nine novice educators were interviewed for the qualitative phase. Frequency distributions and a thematic analysis were employed to analyse the generated data. Two research questions were asked and answered. The findings established that the novice educators were merely introduced into the teaching profession and not properly inducted, with mentors or line managers assigned to the newly employed teachers. Also, many school authorities in rural communities have not seen the need for the proper induction of newly employed teachers as essential for the teaching profession. By implication, these novice educators are central to redefining rural education in South Africa; hence their personal and professional needs must be met through proper induction. The conclusion is that school authorities must provide the needed support for new teachers by appointing mentors or line managers for their first two years on the job.
Abstract
Teachers’ in-service professional development is lifelong learning that is significantly crucial to the education system. Teachers’ entry knowledge and skills into the profession are inadequate to sustain the dynamic classroom practices; hence, the Department of Basic Education posits that regular in-service professional development of teachers influences the quality of education. This chapter explores the needs for rural teachers’ professional development, their difficulties, and how these needs are met towards maintaining quality teaching and learning. The theory of communities of practice is used as an underpinning framework. The theory explores in-service professional development for rural teachers to enhance rural learners’ performance. Teachers in rural schools face peculiar challenges in teaching and learning, which differ from those in urban schools. This necessitates the needs for rural teachers to be provided with regular in-service professional development programmes, which differ from the usual one-size-fits-all professional development activities. The chapter explains the significance of designing appropriate in-service professional development for rural teachers to cater for diverse rural classroom contexts. Several professional development models have been explored to recommend effective in-service professional development models.