Quality education: The nexus of human capital development, economic growth and social justice in a South African context

Volume editor

Muchativugwa L Hove

Volume editor

Martha Matashu

Synopsis

This book investigates the intersections between education, social justice, gendered violence and human rights in South African schools and universities. The rich and multifarious tapestry of scholarship and literature emanating from South African classrooms provides a fascinating lens through which we can understand the complex consequences of the economies of education, social justice imperatives, gendered violence in the lives of women and children, and marginalised communities. The scholarship in the book challenges readers to imagine alternative futures predicated on the transformational capacity of a democratic South Africa. Contributors to this volume examine the many ways in which social justice and gendered violence mirror, express, project, and articulate the larger phenomenon of human rights violations in Africa and how, in turn, the discourse of human rights informs the ways in which we articulate, interrogate, conceptualise, enact and interpret quality education. The book also wrestles with the linguistic contradictions and ambiguities in the articulation of quality education in public and private spaces. This book is essential reading for scholars seeking a solid grounding in exploring quality education, the instances of epistemic disobedience, the political implications of place and power, and human rights in theory and practice.

Chapters

Chapter 1
Quality education: The nexus between human capital development, economic growth and social justice in the South African context

Martha Matashu
Chapter 2
Epistemic disobedience and social justice: Quests for curriculum renewal and relevance in one South African university

Muchativugwa L Hove
Chapter 3
Inclusive and equitable quality education and social justice in South Africa: A human capital theory perspective

Martha Matashu
Chapter 4
The effects of personal epistemological beliefs on pedagogical use of information and communications technologies: A comparative case of Gauteng and North West provinces in South Africa

Shepherd Mlambo, Patient Rambe
Chapter 5
Disrupting patriagraphies in the classroom: Gendered constructions and languaging difference in South African texts

Muchativugwa L Hove
Chapter 6
Challenges and imperatives in pedagogical content knowledge: The case of Natural Sciences teachers

Kgomotsego B Samuel, Washington T Dudu
Chapter 7
The use of argument frames for solving word problems in Mathematics in primary schools

Nothile T Kunene, Hercules D Nieuwoudt
Chapter 8
Science, technology, engineering and mathematics education and economic growth in South Africa

Andrew Mutsvangwa
Chapter 9
classroom conditions model for enhancing learner attainment of quality educational outcomes in Accounting education

Viné Petzer, Mirna Nel
Chapter 10
A framework for strengthening instructional leadership practices and learner attainment culture in school systems: A case study

Lilian I Nwosu, Martha Matashu, Thomas EB Assan

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ISBN-13 (15)

978-1-77634-193-1

Publication date (01)

2021

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ISBN-13 (15)

978-1-77634-191-7

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2021

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Details about the available publication format: KINDLE EDITION

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ISBN-13 (15)

978-1-77634-192-4

Publication date (01)

2021

Details about the available publication format: Purchase ePub

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ISBN-13 (15)

978-1-77634-192-4

Publication date (01)

2021