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Opportunities for social justice in the curriculum and pedagogical practices in higher education institution spaces in South Africa

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Abstract

This study identified opportunities for social justice through inclusion in the curriculum and pedagogical practices in higher institution spaces in South Africa. A systematic review was done of past scientific studies carried out in South Africa that focused on social justice in the higher education curriculum and pedagogy delivery. Findings established that opportunities were available in higher education institutions’ spaces for the elimination of injustice and inequality. Effective utilisation of these opportunities and taking responsibility for the realisation of social justice goals through classroom practices that shaped students’ lives as social change agents was deemed necessary.

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Authors and Affiliations

  1. Department of Educational Psychology and Special Education, University of Zululand, KwaDlangezwa, Richards Bay, South Africa

    Kehinde Clement Lawrence

  2. Faculty of Education, School of Professional Studies in Education, North-West University, Potchefstroom, South Africa

    Mncedisi C. Maphalala

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  1. Kehinde Clement Lawrence
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  2. Mncedisi C. Maphalala
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Correspondence to Kehinde Clement Lawrence.

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Lawrence, K.C., Maphalala, M.C. Opportunities for social justice in the curriculum and pedagogical practices in higher education institution spaces in South Africa. Curric Perspect 41, 143–151 (2021). https://doi.org/10.1007/s41297-021-00140-w

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  • DOI: https://doi.org/10.1007/s41297-021-00140-w

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