| 000 | 07230nam a22004693i 4500 | ||
|---|---|---|---|
| 001 | EBC3018327 | ||
| 003 | MiAaPQ | ||
| 005 | 20240729124058.0 | ||
| 006 | m o d | | ||
| 007 | cr cnu|||||||| | ||
| 008 | 240724s2008 xx o ||||0 eng d | ||
| 020 |
_a9781608763719 _q(electronic bk.) |
||
| 020 | _z9781604566673 | ||
| 035 | _a(MiAaPQ)EBC3018327 | ||
| 035 | _a(Au-PeEL)EBL3018327 | ||
| 035 | _a(CaPaEBR)ebr10660188 | ||
| 035 | _a(OCoLC)839301831 | ||
| 040 |
_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ |
||
| 050 | 4 | _aLC196.5.A35 -- E38 2008eb | |
| 082 | 0 | _a370.11/5096 | |
| 100 | 1 | _aMuthukrishna, Nithi. | |
| 245 | 1 | 0 |
_aEducating for Social Justice and Inclusion in an African Context : _bPathways and Transitions. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aNew York : _bNova Science Publishers, Incorporated, _c2008. |
|
| 264 | 4 | _c©2008. | |
| 300 | _a1 online resource (271 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
||
| 337 |
_acomputer _bc _2rdamedia |
||
| 338 |
_aonline resource _bcr _2rdacarrier |
||
| 505 | 0 | _aIntro -- EDUCATING FOR SOCIAL JUSTICE AND INCLUSION IN AN AFRICAN CONTEXT: PATHWAYS AND TRANSITIONS -- DEDICATION -- CONTENTS -- PREFACE -- ACKNOWLEDGEMENTS -- PART 1: EDUCATIONAL POLICY AND IDEOLOGICAL CROSSROADS -- INTRODUCTION : EDUCATING FOR SOCIAL JUSTICE AND INCLUSION: WIDENING OUR GAZE -- PART 1: IDEOLOGICAL CROSSROADS AND EDUCATIONAL POLICY -- PART 2. DIVERSITY IN CONTEXT: SOME SITUATED STORIES -- PART 3. ACTION FOR SOCIAL JUSTICE AND INCLUSION IN EDUCATION: LESSONS FROM THE GROUND -- REFERENCES -- DECOLONISING INCLUSION1 -- INTRODUCTION -- THE DECOLONISING PROJECT OF SOCIAL CHANGE: RECENTRING HUMAN AGENCY -- EMBRACING THE ACTIVE, RELEASING THE PASSIVE -- THREE LENSES: EQUITY, QUALITY AND KNOWLEDGE -- CONCLUSION -- REFERENCES -- EDUCATION WHITE PAPER 6: A FRAMEWORK FOR CHANGE OR LIMITING NEW POSSIBILITIES? -- INTRODUCTION -- THE CHALLENGES OF BUILDING AN INCLUSIVE EDUCATION AND TRAINING SYSTEM -- FACILITATING THE PARADIGM SHIFT -- FULL-SERVICE SCHOOLS: A STRATEGY FOR INCREMENTAL CHANGE OR A MISLEADING GOAL? -- DEVELOPING A COMMUNITY-BASED SUPPORT SYSTEM -- CONCLUSION -- REFERENCES -- EXCLUSION AND INCLUSION IN EDUCATION POLICY AND PRACTICE IN SOUTH AFRICA: UNDERSTANDING THE NEW STATE 1 -- INTRODUCTION -- RACIAL STATES -- THE POLICY TEXT: DECENTRALISATION -- POLICY PRACTICE IN SCHOOL -- ACCESS: FEES, LANGUAGE AND THE REVIVAL OF RACE -- CURRICULUM AND INCLUSION IN A DECENTRALISED SYSTEM -- CONCLUSION -- REFERENCES -- DEMYSTIFYING THE NOTION OF 'INCLUSION' IN THE CONTEXT OF A RURAL SCHOOL AND ITS COMMUNITIES IN SOUTH AFRICA1 -- INTRODUCTION -- INCLUSIVE EDUCATION DEVELOPMENT IN SOUTH AFRICA -- AN INCLUSIVE EDUCATION PROJECT -- DEVELOPMENTS -- CONTESTING NOTIONS OF INCLUSION -- INTERVENTION: DEMYSTIFYING 'INCLUSION' -- OUTCOMES -- CONCLUSION -- REFERENCES. | |
| 505 | 8 | _aSYSTEMIC CURRICULUM REFORM EMBEDDED IN PRINCIPLES OF SOCIAL JUSTICE: POSSIBILITIES AND COMPLEXITIES -- INTRODUCTION -- TENSIONS IN THE EXPRESSION OF SOCIAL JUSTICE, DEMOCRACY, SOCIAL CRITIQUE AND EMPOWERMENT IN THE POLICY DOCUMENTS AND PROCESSES -- SOCIAL CONTROL THROUGH CENTRALIZED ASSESSMENT AND ACCOUNTABILITY VERSUS LOCAL FREEDOM THROUGH LOCALIZATION OF ASSESSMENT -- CURRICULUM INTEGRATION AND ALTERNATE FORMS OF KNOWING VERSUS DISCIPLINE BASED CONCEPTUAL COHERENCE -- UNPRODUCTIVE CONSEQUENCES IN THE SHIFT IN AUTHORITY PATTERNS VERSUS THE SOCIAL GAINS IT MAY CREATE -- CONCLUSION -- REFERENCES -- PART 2: DIVERSITY IN CONTEXT: SOME SITUATED STORIES -- TEACHERS' GENDERED IDENTITIES, PEDAGOGY AND IV/AIDS EDUCATION IN AFRICAN SETTINGS WITHIN THE ESAR1 -- INTRODUCTION -- THE STUDY CONTEXT -- TEACHERS' PROFESSIONAL LIVES: GENDERING AND SEXUALISING IDENTITIES -- CLASSROOM LEARNING AND TEACHERS' CONSTRUCTION OF GENDER AND SEXUALITY -- SOME RECOMMENDATIONS -- REFERENCES -- THE SCHOOL AS A CONTEXT FOR PROMOTING GENDER EQUITY: PERSPECTIVES OF RURAL MALE YOUTH IN SOUTH AFRICA -- INTRODUCTION -- CONTEXT OF THE STUDY -- METHODOLOGY -- DISCUSSION OF THE FINDINGS -- INTERVENTION STRATEGIES -- REFERENCES -- TEACHERS' DOMINANT, DISCURSIVE CONSTRUCTIONS OF LEARNERS AND COMMUNITIES IN THE CONTEXT OF HIV/AIDS1 -- INTRODUCTION -- RESEARCH CONTEXT AND METHODOLOGY -- THEORETICAL FRAMEWORK -- FINDINGS AND DISCUSSION -- CONCLUSION -- REFERENCES -- SOCIAL JUSTICE THROUGH EPISTEMOLOGICAL ACCESS: A TALE OF TWO CLASSROOMS -- INTRODUCTION -- GAINING EPISTEMIC ACCESS -- THE STUDY -- HISTORY TEACHING AT LINCOLN HIGH -- HISTORY TEACHING AT ENTHABENI SECONDARY -- COMPARING THE TWO SCHOOLS -- CONCLUSION -- REFERENCES -- PART 3 ACTION FOR SOCIAL JUSTICE AND INCLUSION IN EDUCATION: LESSONS FROM THE GROUND. | |
| 505 | 8 | _aUNDERSTANDING THE PEDAGOGIES OF EXCLUSION: TOWARDS A LANGUAGE PEDAGOGY OF INCLUSIVITY FOR MARGINALISED CHILDREN IN SOUTH AFRICA -- INTRODUCTION -- DELIMITING A FOCUS ON LANGUAGE AS BARRIER-BREAKER -- LANGUAGE, GENDER, AND EXCLUSION -- LANGUAGE, PEDAGOGY, AND EXCLUSION -- A LANGUAGE PEDAGOGY FOR ACCESS AND INCLUSION -- FROM EXCLUSION TO INCLUSION: A LANGUAGE PEDAGOGY FOR ENHANCED RESILIENCE AND HEALING -- REFERENCES -- TEACHING FOR AND BEYOND DIVERSITY -- THE THEORETICAL FRAMEWORK -- ASSESSING THE APPROACHES -- OPPRESSION AND SOCIAL DIFFERENCE -- EMERGENT MANIFESTATIONS OF OPPRESSION -- LEVELS OF OPPRESSION -- EDUCATION AGAINST OPPRESSION -- THE RICHES OF DIVERSITY -- REFERENCES -- DISTRIBUTING SCHOOL LEADERSHIP FOR SOCIAL JUSTICE: FINDING THE COURAGE TO LEAD INCLUSIVELY AND TRANSFORMATIVELY -- INTRODUCTION -- THE HISTORICAL LEGACY OF EDUCATIONAL LEADERSHIP IN SOUTH AFRICA -- DISTRIBUTED LEADERSHIP AND TEACHER LEADERSHIP -- DISPERSED AND DEMOCRATIC DISTRIBUTED LEADERSHIP AS SOCIALLY JUST LEADERSHIP -- EDUCATING ABOUT SOCIALLY JUST FORMS OF LEADERSHIP -- CONCLUSION -- REFERENCES -- SECRECY AND LIES: SOURCE OF STRENGTH FOR MILITARISM AND FOR CRITICAL PEACE PEDAGOGY -- INTRODUCTION -- A RETURN TO FREIRE FOR CRITICAL PEACE EDUCATION -- WHY SHOULD WE EXAMINE SECRECY AND LIES? -- PARTICIPATION OF CIVIL SOCIETY IN SOUTH AFRICA -- SECRECY: A COVER FOR LIES AND ABDICATION OF POWER -- ARE WE SAFER FOR HAVING ABDICATED POWER OVER OUR SAFETY TO THE STATE? -- CAN WE INCREASE THE SPACE FOR CITIZENS TO PARTICIPATE IN SECURITY MATTERS? -- CONCLUSION -- REFERENCES -- BEYOND HIV, THERE IS STIGMA -- BEYOND STIGMA, THERE IS ACTIVISM -- INTRODUCTION -- THEORETICAL FRAMEWORK -- DIVERSITY AND EDUCATION -- PRINCIPLES OF PRACTICE -- CONCLUSION -- REFERENCES -- CONTRIBUTORS -- INDEX. | |
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aCritical pedagogy -- Africa. | |
| 650 | 0 | _aSocial justice -- Africa. | |
| 655 | 4 | _aElectronic books. | |
| 700 | 1 | _aMuthukrishna, Anbanithi. | |
| 776 | 0 | 8 |
_iPrint version: _aMuthukrishna, Nithi _tEducating for Social Justice and Inclusion in an African Context _dNew York : Nova Science Publishers, Incorporated,c2008 _z9781604566673 |
| 797 | 2 | _aProQuest (Firm) | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=3018327 _zClick to View |
| 999 |
_c59575 _d59575 |
||