Abstract
South Africa’s education legislative framework was developed to promote equal access for all learners (SASA, 1996). The educator is an essential part of the implementation of policy objectives through their various roles involving the curriculum, administration, and social interaction with all members of the schooling community (Maluleke, 2015). Since conservative religious and traditional societal norms are a prominent part of many South Africans’ identities, including educators; they influence educator practice in schools (Bhana, 2013). Some educators express feelings of conflict with some of the inclusive, pro-human rights, content in the Curriculum (CAPS Social Studies and Life Skills and Life Orientation: Comprehensive Sexuality Education, Religious Studies etc.) subjects (Appalsamy, 2015). Educators’ religious, traditional and moral beliefs are often ignored as essential parts of their identities that often inform their professional practice (Palmer, 1997; Appalsamy, 2015). This paper reports on the rapid evidence review of South African research to identify, the various policy conflicts that educators experience in executing their duties within SA schools (Gentles, Charles & Nicholas, 2016).
Author Information
Glodean Thani, University of the Witwatersrand, South Africa
Paper Information
Conference: IICAH2023
Stream: Teaching and Learning
This paper is part of the IICAH2023 Conference Proceedings (View)
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To cite this article:
Thani G. (2023) The Constitution and the Educator: Social Justice Education Policy Content Through the Lens of the South African Educator a Rapid Evidence Review ISSN: 2432-4604 – The IAFOR International Conference on Arts & Humanities – Hawaii 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2432-4604.2023.38
To link to this article: https://doi.org/10.22492/issn.2432-4604.2023.38
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