Social justice and human rights in education policy discourse: Assessing Nelson Mandela's legacy

Gebremedhin, Abrehet; Joshi, Devin K.

doi:10.17159/1947-9417/2016/899

Cited by 7 publications

(3 citation statements)

References 33 publications

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“…Thus, more investment in rural and migrant schools is needed (Lai et al 2014). This research then echoes the importance of social justice in education (see Gebremedhin and Joshi 2016;Hackman 2005;Sampaio and Leite 2018). Otherwise, the invisibility of education inequality persists and continues to support larger, somewhat oppressive structures in society.…”

Section: Discussionmentioning

confidence: 74%

Poverty and Inequality in Rural Education: Evidence from China

Shi

Sercombe

2020

EaC

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In 1998, the People’s Republic of China implemented an education policy, the “School Consolidation Policy”, which entailed merging small rural schools with larger ones. It has had a massive effect on rural people across China, and as a result of it, over 60% of schools in outlying areas have closed. The policy’s implementation and effects have received little scholarly attention, despite its scale and consequences. This article investigates the policy, drawing on the nexus between critical discourse analysis and an ethnographical study conducted from 2007 to 2018. The article reviews trajectories and critical junctures shaping educational change in one rural community in north-western China, as an example of broader changes that have been occurring across the country. This is presented through four thematically interrelated episodes, over a 10-year period, illustrating the conception of the policy, its local interpretation and implementation, and its consequences as perceived by stakeholders. The recontextualisation of rural education is part of the policy, as expressed in political discourse, and is examined together with its wider impacts. Attention is paid to the local adoption of the policy at different levels of government and the challenges faced by villagers in rural China in their efforts to capitalise on educational opportunities and secure a measure of social mobility. Consequences of the policy’s implementation are analysed and include rising educational inequality, social marginalisation and a lack of social mobility prospects for families affected.

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Section: Discussionmentioning

confidence: 74%

Poverty and Inequality in Rural Education: Evidence from China

Shi

Sercombe

2020

EaC

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“…Hence, social justice was denied to them. Social justice in education implies that education is used as a tool to bring justice and equality among all people despite their differences (Gebremedhin & Joshi, 2016). This means the kind of education offered to all must be the same in quality and value.…”

Section: Social Justice In Education and The Role Of Educationmentioning

confidence: 99%

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2023

AJE

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All ATINER's publications including its e-journals are open access without any costs (submission, processing, publishing, open access paid by authors, open access paid by readers etc.) and is independent of presentations at any of the many small events (conferences, symposiums, forums, colloquiums, courses, roundtable discussions) organized by ATINER throughout the year and entail significant costs of participating. The intellectual property rights of the submitting papers remain with the author. Before you submit, please make sure your paper meets the basic academic standards, which includes proper English. Some articles will be selected from the numerous papers that have been presented at the various annual international academic conferences organized by the different divisions and units of the Athens Institute for Education and Research. The plethora of papers presented every year will enable the editorial board of each journal to select the best, and in so doing produce a top-quality academic journal. In addition to papers presented, ATINER will encourage the independent submission of papers to be evaluated for publication. The current issue is the first of the tenth volume of the Athens Journal of Education (AJE), published by the Education Unit of ATINER.

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“…Therefore, the ned to build and foster a system of education and training that reflects the situations in the country and which is embraced and identified by all the people is critically imperative under the current democratic dispensation (Bengu, 1995). In order to achieve this, the system has to be founded on equity and non-discrimination wherein there is broad respect for diversity, honour learning and strive for excellence at all times without leaving anyone behind (Gebremedhin and Joshi. 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Perspective on Transformative Educational Interventions Developed for Empowerment and Capacitation of Learners in South Africa

Sefoka

Odeku

2020

JESR

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In South Africa, progressive transformative educational interventions have been implemented since the country became a democratic government in 1994. These interventions were meant to eliminate all past colonial and apartheid eras educational segregation laws and policies which denied the black majority access to quality education. This paper explains the intrinsic contents and contexts of these interventions by demonstration how these interventions are being used to redress the past educational segregation and injustices. It highlights that the Constitution provides for the right to education and that other legislation, policies and educational institutions were introduced to enable and ensure the delivery of quality education to learners in order to make them competent and employable in the workplaces and/or to establish their own businesses and be self-employed. The paper concludes that in order to develop capable and competent human capital and resources, access to and delivery of quality education and training are essential potent tools to accomplish this feat.

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Social justice and human rights in education policy discourse: Assessing Nelson Mandela's legacy

Cited by 7 publications

References 33 publications

Poverty and Inequality in Rural Education: Evidence from China

Poverty and Inequality in Rural Education: Evidence from China

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Perspective on Transformative Educational Interventions Developed for Empowerment and Capacitation of Learners in South Africa

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