Globally, the World Bank's neoliberal agenda has reframed inclusive education through its investment projects and inclusive policies, thus begetting unevenness and social inequalities. Accordingly, in South Africa, the World Bank's neoliberal investment projects and inclusive policies exacerbate the exclusion of learners in schools. The critical…

An effective education system is an environment where students feel cared for, included and are able to deliver critical dialogical input in their learnings on Learning Management Systems (LMS) platforms. The article aims to epitomizes quality education where skills, values and equal distribution of resources can be accessed by all. This includes…

This paper draws on the compelling example of a political movement in South Africa in the 1960s and 1970s to explore both how epistemic justice conditions of possibility and of failure play out in practice. It provides a springboard to understand how and why failures of epistemic justice matter tremendously for democratic and inclusive lives and…

Promoting equal access to schools for researchers wishing to conduct educational research was one of the key tasks embedded in the educational transformation mandate of the new government of South Africa when it came to power in 1994. Drawing on data from five different research projects, this paper evaluates progress made by the democratic…

This article highlights both the internal educative practices of social movements and how these practices can effectively link to building Freirean pedagogies within higher education institutions. At the heart of this possibility lies the democratic transformation of relations between students and teachers on the one hand and researchers and…

In this article I discuss the vision of education for liberation during the antiapartheid struggle in South Africa. The article focuses specifically on "People's Education" and "Workers' Education". Instead of an instrumental role for education reduced solely to the labour market requirements of business, economic growth and…

In view of the importance and urgency of transformation within post-colonial educational settings, this article considers key concepts in relation to re-curriculation efforts. It specifically discusses how the concepts of development and decolonization are typically understood and how they can be reimagined through the realism provided by the…

This article addresses the challenge of reclaiming higher education (HE) as a public good for building effective democracies. We use Bernstein's model of pedagogic rights and Fraser's model of social justice to develop a normative framework for discussing how universities in unequal societies might mitigate social injustice. Referring to recent…

Universities, in their multiplex roles of social, political, epistemological and capital reform, are by their constitution expected to both symbolise and enact transformation. While institutions of higher education in South Africa have been terrains of protest and reform -- whether during apartheid or post-apartheid -- the intense multiplex roles…

The demise of apartheid in 1994 introduced many changes to the social, political, and economic sectors of South Africa with similar changes in the higher education sector. This article offers an integrative review and analysis of higher education policies implemented and legislation passed that significantly impacted the nature of the South…

As international standards are continually publicized, countries across the globe have adapted educational policies to meet the demands of the global market, which has led to much emphasis on specific subjects and teaching methods. Although modern educational policies tend to focus on rhetoric about inclusion, systematic segregation remains in…

This article reflects on the possibilities for democratic and direct participation that have emerged through socially engaged research on education rights in South Africa. The Education Rights Project is located in a university-based research and advocacy center for education rights and social justice that has been working with township…

Benhabib (2002:134) maintains that, in order for individuals to become democratic citizens they need to be exposed to at least three inter-related elements: collective identity, privileges of membership, and social rights and benefits. Through exposure to these three inter-related items it is hoped that, by means of the teaching and learning of…

Although becoming a more racially-integrated society, the legacy of Apartheid still affects learners' social engagements in and outside their classrooms. Adopting Nussbaum's (2010) capabilities framework for a socially just democracy, this paper examines 27 pre-service teacher education students' perceptions of a digital storytelling project and…

South Africa's democratic transition was a time of optimism, with immense hopes pinned on the youth who would be educated to see themselves as equal citizens. It was also a time of pragmatic decision making, not least in the education sector, which would shape the future of the country. Negotiating the imperatives of redress, development, and…