Human Rights Pedagogy: Practices and implications for teachers in a South Africa context
Metadata
Show full item recordAuthor
Segalo, LetloyoEditorial
Universidad de Granada
Materia
Human Rights Education Pedagogy Democracy learners Constitution New Revised Curriculum Statement Ubuntu research framework
Date
2023-03-29Referencia bibliográfica
Letloyo Segalo (2023). Human Rights Pedagogy: Practices and implications for teachers in a South Africa context .Journal for Educators, Teachers and Trainers,Vol. 14(2). 305-313[DOI: 10.47750/jett.2023.14.02.029]
Abstract
In this research Human Rights practices of secondary school teachers across the curricular in their
different schools’ settings are explored. The importance of Human Rights Pedagogy is advocated for.
A qualitative interpretivist research paradigm was used in this study employing Ubuntu as a research
framework. An Ubuntu research framework assumes the importance of equality, fairness and justice
among the researcher and the participants in the research setting. The participants in the study
comprised of 10 secondary schools’ teachers which were conveniently sampled. A focused group was
used to collect data on issues of human rights in particular the rights of learners using an Ubuntu
framework. Data was analysed thematically. The findings of this research showed that teachers have
not changed their mind-sets regarding the rights of learners as enshrined in the Constitution
(Republic of South Africa) stating that the rights of the learners should be respected and promoted.
The study therefore argues for a debate on the training of teachers on Human Rights Pedagogy for
professional development.