Democratic Pedagogy in South Africa: A Rethinking Viewpoint for Knowledge Construction

Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org

Y

16

Foreign Countries; Elementary Secondary Education; Postsecondary Education; Teaching Methods; Democratic Values; Civil Rights; Experiential Learning; Educational Change; Social Influences; Cooperative Learning; Teacher Collaboration; Critical Thinking; Caring; Educational Environment; Teacher Role; Cultural Awareness; Discussion (Teaching Technique); Citizenship Education

1309-9108

This study critically examines teaching-learning as a means of actualising the tenet of the infusion of democracy and human rights in the subject Life Orientation in the classroom in all levels of education (Primary, Secondary and Tertiary) in South Africa. The study focuses on three established approaches namely teaching and learning as collaborative knowledge construction, teaching and learning as a critical reasoning process, and teaching and learning as a disruptive caring pedagogy in a bid to exterminate the old or traditional ways of teaching and learning, which were perceived as anti-democratic education. Experiential and dialogical teaching methods as one of the effective ways in which the infusion of democracy and human rights could be implemented in the Life Orientation curriculum are also examined in a bid to fulfil the objectives of Life Orientation, transform schooling and the school system, and develop the society through education. This study further recommends the use of teaching-learning, which is known as a disruptive caring pedagogy, as the most inclusive approach. Likewise the use of both experiential Problem Based Learning and dialogical teaching methods are recommended.

As Provided

2019

EJ1220684