Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

“WHAT can men do, what do they do, and what do they want to do ?”—these are the uestions that Prof. Thorndike seeks to answer in a very comprehensive and elaborate treatise. His undertaking is inspired by the belief that man has the possibility of almost complete control of his fate if only he will be guided by science, and that his failures are attributable to ignorance or folly. The main approach is through biological psychology, but all the social sciences are appealed to and utilized in an effort to deal with the human problem as a whole. The relative immaturity of the sciences dealing with man is continually stressed, but it is claimed that they provide a body of facts and principles which are “far above zero knowledge”, and that even now they are capable of affording valuable guidance in the shaping of public policy. Human Nature and the Social Order By E. L. Thorndike. Pp. xx + 1020. (New York: The Macmillan Company, 1940.) 18s. net.

Human Nature and the Social Order

On Symbolic Interactionism

Climate change and youth participation are emerging as important clarion calls today. Indeed, very few individuals will possibly counter a call for the involvement of young people in decisions and actions which (in)directly affect their lives. Presently, some of the greatest social problems faced by young South Africans are COVID-19, employment, and climate change. These challenges require the active participation of young people—locally known as the “born frees”—in the construction and operationalization of interventions, especially in light of the insufficient (sub)national response. That being said, policymakers often adopt top-down over bottom-up approaches, with the young generation often excluded or at best given a tokenistic role in climate decision-making processes. Therefore, this paper suggests some new ways of conceptualizing youth agency and brings to light how the born frees could efficiently take part or have a say in negotiating the path to climate adaptation, resilience, and mitigation. By drawing from the existing literature, the paper concludes that effective engagement with youth is essential in empowering them to key stakeholders or partners in adapting and/or mitigating climate change.

/pdf/beyond-tokenism-the-born-frees-and-climate-change-in-south-10ek42vgnw.pdf

Beyond Tokenism: The “Born Frees” and Climate Change in South Africa

/pdf/assessment-for-learning-as-a-driver-for-active-learning-and-308rzreidq.pdf

Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics

The aim of this study is to explore teachers’ experiences with overcrowded classrooms in public secondary schools in the Sekhukhune Region of Limpopo Province. The study adopted a qualitative research approach using interviews for data collection with 150 teachers. The overall findings of the study points out that teachers experience numerous challenges during teaching and learning as result of large number of learners in the classrooms. These challenges include failure to stimulate learners’ interest, and failure to instill critical thinking and JOURNAL OF GENDER, INFORMATION AND DEVELOPMENT IN AFRICA (JGIDA) ISBN: 2050-4276 (Print) ISSN: 2050-4284 (Online) Indexed at: EBSCO, ProQuest, J-Gate and Sabinet. Also indexed and accredited by IBSS Special Issue, September 2019 Pp 91-103 Re-Imagining Teacher’s Experience with ... 92 problem solving activities in learners. The findings of the study are vital significant to South African government in particular and other governments in general with similar challenges for future improvements. The study is guided by the progressivism learning theory to understand the complexity of the overcrowded classrooms in teaching and learning in public secondary schools.

Re-imagining teacher’s experience with overcrowded classrooms in the public secondary schools in South Africa

This conceptual paper sought to develop a conceptual framework that brings together the concepts of subjectivity, agency and identity as key analytical tools to understand the construction of identities. The paper reviewed two sets of literature that frame differently the construction of identities. The first set of literature is on conceptualisation of identities, and the second set of literature is on theorisation of identities. The paper argues that identities are not static, rather forms of subjectivity of an individual that are subject to change overtime depending on the own sense of agency. In this paper, wider social context and workplace context are found to be pertinent in the identity formation. To this end, the paper pointed out that narratives of what it takes to be an academic are also pertinent since they illustrate how individuals become academics, how they navigate or maneuver through systems, and the challenges they face. The conceptual framework applied in this paper helps to make a link between key sets of concepts guiding this paper to understand processes, experiences, and practices of becoming an academic.Keywords: Subjectivity, agency, identity, discourses, discursive practices

Re-thinking academic staff recruitment and retention in South African higher education institutions: towards a conceptual framework

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Re-imagining teacher’s experience with overcrowded classrooms in the public secondary schools in South Africa

Re-thinking academic staff recruitment and retention in South African higher education institutions: towards a conceptual framework