Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice
Since 1994, numerous policies promoted social justice and the transformation of the South African society. The re-curriculated Bachelor of Education (BEd) programme at the Sol Plaatje University aims to equip students with knowledge and skills to realise the aim of social justice. The aim of this st...
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2022-08-01
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| Series: | South African Journal of Education |
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| Online Access: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/2104/1182 |
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| author | Emma Groenewald Anthony Mpisi |
| author_facet | Emma Groenewald Anthony Mpisi |
| author_sort | Emma Groenewald |
| collection | DOAJ |
| description | Since 1994, numerous policies promoted social justice and the transformation of the South African society. The re-curriculated Bachelor of Education (BEd) programme at the Sol Plaatje University aims to equip students with knowledge and skills to realise the aim of social justice. The aim of this study was to explore Sol Plaatje University students’ experiences and perceptions of a curriculum that aims to promote social justice. We selected 3 education modules, with the assumption that they reflected social justice content. Four students, representative of different ethnic and language groupings at the university were chosen as participants. Data were generated through 3 reflective exercises about each of the modules, spread over a period of 3 years. The module aims, linked with the narratives of the participants’ perceptions and experiences of each module, provided an overview of their experiences of the enacted curriculum. A qualitative research design with an interpretivist approach informed by Dover’s (2013) social justice pedagogy was used. The students’ narratives shed light on the strengths and weaknesses of how the BEd curriculum worked towards social justice and revealed the students’ perceptions of otherness. From the narratives it became apparent that the 3 modules did promote a social justice orientation in prospective teachers educated at the university. |
| format | Article |
| id | doaj-art-583cef05606c4f18af11da55d30a4e1d |
| institution | Kabale University |
| issn | 0256-0100 2076-3433 |
| language | English |
| publishDate | 2022-08-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj-art-583cef05606c4f18af11da55d30a4e1d2025-08-20T03:31:49ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332022-08-0142311210.15700/saje.v42n3a2104Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justiceEmma Groenewald0https://orcid.org/0000-0002-6342-3145Anthony Mpisi1https://orcid.org/0000-0001-9657-4444Department of Education, School of Education, Sol Plaatje University, Kimberley, South AfricaDepartment of Education, School of Education, Sol Plaatje University, Kimberley, South AfricaSince 1994, numerous policies promoted social justice and the transformation of the South African society. The re-curriculated Bachelor of Education (BEd) programme at the Sol Plaatje University aims to equip students with knowledge and skills to realise the aim of social justice. The aim of this study was to explore Sol Plaatje University students’ experiences and perceptions of a curriculum that aims to promote social justice. We selected 3 education modules, with the assumption that they reflected social justice content. Four students, representative of different ethnic and language groupings at the university were chosen as participants. Data were generated through 3 reflective exercises about each of the modules, spread over a period of 3 years. The module aims, linked with the narratives of the participants’ perceptions and experiences of each module, provided an overview of their experiences of the enacted curriculum. A qualitative research design with an interpretivist approach informed by Dover’s (2013) social justice pedagogy was used. The students’ narratives shed light on the strengths and weaknesses of how the BEd curriculum worked towards social justice and revealed the students’ perceptions of otherness. From the narratives it became apparent that the 3 modules did promote a social justice orientation in prospective teachers educated at the university.http://www.sajournalofeducation.co.za/index.php/saje/article/view/2104/1182inclusionsocial justicestudent diversitystudent teachersteacher educationtransformed curriculum |
| spellingShingle | Emma Groenewald Anthony Mpisi Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice South African Journal of Education inclusion social justice student diversity student teachers teacher education transformed curriculum |
| title | Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice |
| title_full | Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice |
| title_fullStr | Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice |
| title_full_unstemmed | Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice |
| title_short | Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice |
| title_sort | student teachers perceptions and experiences of certain modules within a transformed curriculum to foster social justice |
| topic | inclusion social justice student diversity student teachers teacher education transformed curriculum |
| url | http://www.sajournalofeducation.co.za/index.php/saje/article/view/2104/1182 |
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