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vol.83 issue1Professional development of newly-appointed principals at public high schools in Gauteng. Is social justice served?An essay on what the Reformation could not prevent the identification of church and 'volk'. Three examples reconsidered author indexsubject indexarticles search
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Koers

On-line version ISSN 2304-8557
Print version ISSN 0023-270X

Abstract

VALLY, Salim. Missed opportunities: The rhetoric and reality of social justice in education. Koers (Online) [online]. 2018, vol.83, n.1, pp.1-14. ISSN 2304-8557.  http://dx.doi.org/10.19108/koers.83.1.2332.

This article examines the paradox of post-apartheid education policies which established the formal basis for social justice and equity through legislation while in reality these laudable goals remain unattainable and elusive. The article is informed by and builds on the conceptualisation and analysis of the barriers to social justice and equality in education by global and local critical, post-colonial and political economy of education scholars. It critically outlines the key arguments and studies around these concepts and attempts to show the strengths and limitations of their analyses. Conceptual coherence was achieved through a theoretical framework which focuses on social class, community and critical education policy. An original contribution is made by extending and adapting some of these views, beyond their initial application, to support the education initiatives of South African social movements in poor communities. In concert with the latter, local education policy analyses will be critiqued for not paying sufficient attention to issues of social class, context and community voices in education.

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