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.
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