Session: Autumn 2017 Subject Name: Research Methods and Design Subject Code: MIST 949 Instructor Name: Dr. Feras Hamza Assignment Type: Literature Review Assignment Title: Social Justice in Education: A Literature Review Submitted by: Humaid Obaid Khalifa (ID: 2985287) University of Wollongong in Dubai Abstract This document is a review of social justice literature that provides an analysis of the social justice and equity literature in education. The objective of this literature review is to examine articles that have addressed the education sector in order to expand the set of social justice principles that helps in building the good practice. The study commences with an examination of the concepts and perspectives of social
South Africa is indeed a pluralist democracy and it is a vital aspect to consider when teaching Life Orientation. It is therefore imperative that one begins by altering their focus of Life Orientation to rather citizenship and values education. By doing so, one is able to address the importance of whose values need to be considered, which values are crucial to being integrated into teaching and finally how one should teach these values. It is necessary to form a solid foundation so that one can expand on the important role values play in not only education but citizenship in South Africa. In order to do so, firstly, democratic citizenship and values need to be defined and analysed before progressing to the effect values have on teaching and
“The difference between moral dilemmas and ethical ones, philosophers says is that in moral issues the choice is between right and wrong. In ethics, the choice is between two rights”. (Pamela Warrick). Ms Warrick is simply saying that for moral dilemmas is basically anengagement in constructing choices between the rights and the wronghowever for ethics it is the choice that you make out of two rights. In education system, there is something called Code of ethics set as rules for teachers to follow when confronted by ethical challenges.
Curriculum as a process. The process approach aims at fostering engagement, and interaction between, the educational poles being students, teacher, and knowledge. Its main principles are “judgment and meaning making” (Smith, 2000, p. 9). 126.96.36.199. Curriculum as praxis.
4.1 Summarise the laws and codes of practice affecting work in schools Schools are obliged to operate under current legislation which means that they have to work in a particular manner and draw upon particular policies, procedures and other documentation. Some essential pieces of legislation that affect work within schools and that mentioned within other units the:- • Data Protection Act 1998 • UN Convention on Rights of the Child 1989 • Education Act 2002 • Children Act 2004 • Childcare Act 2006 • Freedom of Information Act 2000 • Human Rights Act 1998 • Special Educational Needs (SEN) Code of Practice 2001 and Disability Discrimination Act 1995/2005 4.2 Explain how legislation affects how schools work Legislation affects how schools
Aims of education According to Schiro (1978) in the Social Efficiency Ideology the curriculum developer’s first job is to determine the needs of society. The things that will fulfil these needs are called the terminal objectives of the curriculum. The Terminal objectives refer to the observable and measureable action of people and these objectives must be stated in behavioral terms that specify observable behaviors, action capabilities, actions, skills or cognitive process. The following are the aim of education according to Social Efficiency ideology: 1. The first aim of education is to perpetuate the functioning of the society.
Sociology – role of the education system in society Asses the contribution of functionalists sociologists to our understanding of the role of the education system in society. Functionalist sociologists are structural theorists. They examine institutions, such as education, on how they contribute to a smooth running society. Functionalists base their work on two main themes, one being the education contributes to a smooth running society; this is evident in Emile Durkheim’s work. Emile Durkheim emphasised positive aspects of education, for example the importance of subjects such as, History in teaching children about shared heritage, solidarity and promotion integration.
The following essay is going to discuss the difference between human rights education and human rights in education. Firstly human rights will be defined and some examples of human rights will be given. Thereafter some human rights approaches will be discussed and these approaches will be applied to the teaching of the subject matter in Life Orientation. Human rights is a concept which describes the individual as well as collective rights which are necessary for human development to take place (Carrim, 2006). Human rights are the rights which an individual has because they are human (Weston, 2002).
CRITICAL SOCIOLOGY ON EDUCATION The Sociology of Education is important to take into consideration because it studies how public institutions such as schools and individual experiences affect education and its possible outcomes. An article namely, the ‘Critical Sociology of Education’ by Alwee, (1998) discusses the critical aspects of education and a call for the development of educational institutions of modern times. An educational system must consist of certain objectives such as- (a) to obtain the required awareness for living within the cultural and social system; (b) to understand the living and non-living life forms; (c) to ensure the moral, spiritual and cognitive development of the personality; (d) to develop an actual sense of civic responsiveness and social unity and (e) to obtain a good life. According to Karl Mannheim, in today’s modern period, the education system cannot be regarded as either good or bad because of the changes in the contemporary world which often results in the incapability of the educational system to keep step with the ever-increasing changes. For being a good educational system, it should carry out the following objectives mentioned above.
(371) According to Simon’s definition, pedagogy is concerned with the fact that practice and processes should be taken into account on how knowledge is produced. Thus, both theory and practice become key factors in interplay with pedagogy encompassing the two factors. That being said, schools nowadays adopt different teaching