Supporting teachers in becoming agents of social cohesion: professional development in post-apartheid South Africa

Analyses the design of the intervention 'Teaching Respect for All' that aims to empower teachers to act as agents of social justice

Abstract

Policy and research have been advocating the importance of teachers in achieving equity and teachers are called to act as agents of social justice. This issue remains central to the development of a post-apartheid South Africa, where a need for reconciliation and healing still dominates the society. Such a landscape requires adequate support through transformative professional development. In this paper we analyse the design of the intervention ‘Teaching Respect for All’ that aims to empower teachers in South Africa to act as agents of social justice

This work is part of ‘Engaging teachers in peacebuilding in postconflict contexts: evaluating education interventions’ project supported by the Economic and Social Research Council (ESRC) and the UK Department for International Development.

Citation

Mogliacci, Rada Jancic, Raanhuis, Joyce, Howell, Colleen. (2016). Supporting teachers in becoming agents of social cohesion: professional development in post-apartheid South Africa. Education as Change, 20(3), 160-179. https://dx.doi.org/10.17159/1947-9417/2016/1482

Supporting teachers in becoming agents of social cohesion: professional development in post-apartheid South Africa

Updates to this page

Published 30 June 2016