2022 - Edub 1613 Study Guide. Final - Gedavids

FACULTY OF EDUCATION
SCHOOL OF EDUCATION STUDIES

Module title Type of module
(Fundamental/Core/Elective)
The individual in the learning
context
Core
Module code NQF level Credit value Module Leader
EDUB1613 6 12 Mrs. GE Davids
Programme and Year level Date of Peer evaluator

Phase compilation/
revision
BEd FP/IP/SP & Compiled: 2014

FET
1 Revised: 2020 by Dr A Le Roux
Dr Marguerite
Müller
Revised: 2022 by
GE Davids
TABLE OF CONTENTS
I. INTRODUCTION .....................................................................................................................................
4
1
II. PURPOSE ..................................................................................................................................................
5
III. EXPECTED OUTCOMES AND PRESUMED NOTIONAL HOURS .................................................
5
IV. CONTACT DETAILS and COMMUNICATION ..................................................................................
6
General inquires: ........................................................................................................................................................ 6
Marks queries: ............................................................................................................................................................. 6
How to communicate if you have a Query: ......................................................................................................... 7
V. CONTACT SESSIONS ..............................................................................................................................
7
VI. WORK PROGRAMME AND TIME SCHEDULE .................................................................................
8
VII. ASSESSMENT PLAN ...............................................................................................................................
8 VIII.
PLAGIARISM .................................................................................................................................... 9
X. ICON LIST .................................................................................................................................................
9
XI. STUDY MATERIAL ..............................................................................................................................
11
LEARNING UNIT 1: Who am I? ...............................................................................................................
12
1.1 INTRODUCTION [WEEK 1] ....................................................................................................................... 12
1.1.1 What to expect from this learning unit ............................................................................................................ 12
1.1.2 Learning unit outcomes ......................................................................................................................................... 12
1.1.3 Comfort zones, learning edges and triggers .................................................................................................. 13
1.1.4 Homework ................................................................................................................................................................. 13
1.1.5. Reading for the next lecture ................................................................................................................................ 13
1.2 THE COMPLEXITY OF IDENTITY [WEEK 2] ......................................................................................... 14
1.2.1 The complexity of identity .................................................................................................................................... 14
1.2.2 Tutorial ......................................................................................................................................................................... 15
1.2.3 Homework Task 1 .................................................................................................................................................... 17
1.2.4 Reading preparation for the next lecture ....................................................................................................... 17
1.3 THE CYCLE OF SOCIALISATION [WEEK 3]............................................................................................ 18
1.3.1 Writing a good academic paragraph ................................................................................................................. 19
1.3.2 Tutorial ......................................................................................................................................................................... 20
1.3.4 Homework Task 2 .................................................................................................................................................... 22
1.4 Reflection on Unit 1 ................................................................................................................................... 22
1.5. Test 1 ................................................................................................................................................................... 22
LEARNING UNIT 2: Oppressive practices and inequitable social relations ...........................
23
2.1 INTRODUCTION [WEEK 4] ....................................................................................................................... 23
2
2.1.1 Learning Unit Outcomes ........................................................................................................................................ 23
2.1.2 The danger of a single story .................................................................................................................................... 24
2.1.3 Tutorial ......................................................................................................................................................................... 25
2.1.4. Homework TEST 1 .................................................................................................................................................. 25
2.1.5. Reading preparation for the next lecture ...................................................................................................... 25
2.2 The Five Faces of Oppresion [WEEK 5] ................................................................................................ 25
2.2.1 Tutorial ......................................................................................................................................................................... 26
2.2.3 Homework Task 3 .................................................................................................................................................... 27
2.3 Intersectionality and Classism [WEEK 6] ............................................................................................ 28
2.3.1. Classism ....................................................................................................................................................................... 29
2.3.2 Tutorial ......................................................................................................................................................................... 29
2.3.3 Homework Task 4 .................................................................................................................................................... 30
2.4 Racism and Xenophobia [WEEK 7] ....................................................................................................... 34
2.4.2 Tutorial ......................................................................................................................................................................... 35
2.4.3. Homework: Draft your final essay and study for test 2 ........................................................................... 35
2.5 Gender and Sexuality [WEEK 8] ............................................................................................................. 36
2.5.2 Terminology ................................................................................................................................................................ 36
2.5.3 Tutorial ......................................................................................................................................................................... 37
2.5.4. Homework: Draft your final essay and study for test 2 ........................................................................... 38
2.6 Cycle of Liberation [WEEK 9] .................................................................................................................. 38
2.6.1. Spheres of Influence ............................................................................................................................................... 39
2.6.2 Tutorial ......................................................................................................................................................................... 40
2.6.3. Homework: Submit your final essay and study for test 2 ...................................................................... 41
2.7 CRITICAL ESSAY .......................................................................................................................................... 41 2.8
Reflection on Unit 2 .................................................................................................................................... 44
2.9 Test 2 .............................................................................................................. Error! Bookmark not defined.
LEARNING UNIT 3: Inclusive Education in the South African context .....................................
44
3.1 Introduction to UNIT 3 [WEEK 10] ........................................................................................................ 44
3.1.1 Learning
outcomes ................................................................................................................................................... 44
3.1.2 White Paper 6..................................................................................................................................................... 45
3.1.3 Tutorial ................................................................................................................................................................. 45
3.2 The different discourses in inclusion .................................................................................................. 45
3.1.3 Tutorial ......................................................................................................................................................................... 46
3.3 Reflection on Unit 3 .................................................................................................................................. 47
3.4. Preparation for the next session: ......................................................................................................... 47
LEARNING UNIT 4: Eco- and Climate Justice in the Context of Education ..............................
47
4.1 Introduction to UNIT 4 [WEEK 12] ........................................................................................................ 48
4.1.1 Learning outcomes ................................................................................................................................................... 48
4.1.2 The different discourses in inclusion ............................................................................................................... 48
4.1.3 Tutorial ......................................................................................................................................................................... 49
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4.2 Test 3 .................................................................................................................................................................... 49
4.3 REFLECTION ON THIS MODULE .................................................................................................................... 49
This guide should be read in combination with the Programme booklet, available on the
webpage of the Faculty of Education.
I. INTRODUCTION
Welcome to the module EDUB1613 The individual in the learning context. We are excited to
welcome you to our faculty and commend you on your choice of studying towards a degree in
education! We look forward to learning from you and hearing about your lived experiences during
the module.
We are aware that you bring to this module your own lived experiences from your upbringing, from
your years of schooling and interactions from your social relationships. Our aim is to build on these
experiences to help make meaning of how our identities are constructed. This is important for you
as a student educator, because when you start practising, you will be shaping the identities of your
learners in some way. Perhaps now would be a good time for you to start imagining the sort of
learner you would like to see graduate from your classroom. What qualities would you like your
learners to possess? What values do you think are important for educators to instill in their
learners?
You may be asking yourself the question: So, why this module? Below we hope to outline some of
the reasons that this module is important to you as a future educator in South Africa.
This module aims to help student educators become critically informed and aware of the society we
live in. This means that we would like you to have a deeper understanding of the issues that affect
those around us and ourselves every day. These issues include the mistreatment, discrimination
and marginalisation of people because of their identities. Examples of oppression are sexism,
heterosexism, religious oppression, HIV-ism, racism, xenophobia and many others. Perhaps a family
member or a close friend of yours has been treated in a negative way or has been mistreated
because they are different in some way. At times, we also discriminate against people who are
different from us. How does discrimination impact on education? What can educators and teacher
do to prevent/eliminate discrimination?
This module intends to provide us with some tools that can help us understand how oppression is
structured and maintained at individual, institutional and societal levels. We developed this module
on the premise that education is both an academic and a social project. This module aims to find a
meaningful balance between an academic foundation that informs professional identity and
teacher educators starting to imagine themselves as agents of change. To find the balance between
the academic and social project, the module is informed by the discipline of sociology of education
(social justice), psychology of education (social psychology) and philosophy (ethics).
What kind of future teacher is envisaged at the successful completion of this module? These are
some life-long attributes we envision for a teacher, namely, one who:
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• is motivated by a desire to change society for the good of all;
• is reflective about their own practice, does not promote stereotyping and is flexible in
adapting to new challenges and social phenomena;
• respects learners and motivates them to respect others and treat them equally;
• can develop the self-identity of learners;
• can foster self-reflexivity and self-understanding;
• can develop learners as active citizens;
• can create spaces for previously marginalised voices;
• recognises values other than their own;
• is able to move outside their contingent practices and assumptions so as to recognise
oppressive practices, especially their own; and
• is able to confront and question dominant discourses.
II. PURPOSE
By the end of this module, you should be able to challenge your own identity critically in a diverse
world by imagining the possibilities that exist for social responsiveness as an agent of change.
III. EXPECTED OUTCOMES AND PRESUMED NOTIONAL HOURS
The BEd programme is a qualification directed at the initial education and training of teachers. The
intended exit-level outcomes of the programme will render graduates who possess a well-rounded
education consisting of integrated:
• subject content knowledge;

• knowledge of the learners and the education context; and  pedagogical content
knowledge.
This knowledge will enable them to demonstrate applied competence, commitment and
responsibility as academically and professionally qualified teachers for diverse education contexts.
By the end of this module, we envisage students who will:
• demonstrate by relating to knowledge from various areas an understanding the nature of

identity;
• be able to critique oppressive practices and question inequitable social relations;
• critically examine inclusive education; and  manage diversity in the learning context.
5
Notional hours
Learning activity Presumed hours
Lectures 20
Tutorials 20
Individual study 25
Assessments (summative and formative) 25
ICT (e.g. Blackboard; computer lab) 15
Research 15
Total: 120
IV. CONTACT DETAILS and COMMUNICATION
Bloemfontein Campus Lecturer
Module Coordinator Mrs. GE Davids

LEARNING UNIT 1 (Lecturer: Mrs. GE Davids)
Email: DavidsGE@ufs.ac.za
Group A Tuesdays 12:10 – 13:00
Group B Wednesdays 07:10 – 08:00
Group C Wednesdays 12:10 – 13:00
LEARNING UNIT 2 (Lecturer: Dr. RJ Kgothule)
Email: KgothuleRJ@ufs.ac.za
LEARNING UNIT 3 and 4 (Lecturer: Dr. P Mweli)
MweliP@ufs.ac.za
QwaQwa Campus Dr. H. Nicols NicholsHJ@ufs.ac.za
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GENERAL INQUIRES:
You are expected to read the Weekly Announcement for EDUB1613 on Blackboard. In this
announcement we will give all the relevant information you need to know. If anything is unclear or if
you need assistance you need to contact your tutor. Tutors are there to give you individual attention
whereas lecturers have a large number of students and cannot always attend to your individual
questions. Tutors attend weekly meetings with lectures and have all the relevant information to
answer your questions or relay your concerns to your lecturers. The name and contact detail of your
tutor will be communicated to you in your first tutorial session (Please see more information about
CONTACT SESSIONS below).
MARKS QUERIES:
All marks queries MUST be brought to your lecturer within 5 working days of from when the marks
are posted. Marks queries that are brought more than 5 working days after marks are posted will not
be attended to. It is thus your responsibility to check your marks continuously and ensure they are in
order.
HOW TO COMMUNICATE IF YOU HAVE A QUERY:
The only accepted and official form of communication for this EDUB1613 is via your UFS student
email account. When you communicate with your tutor or your lecturer you should send an email
from your UFS student email account and ALWAYS use the following template:
Subject line of email: EDUB1613 GROUP (INSERT YOUR GROUP NUMBER for example A3)
Contents of email:
Dear (TUTOR/LECTURER NAME)
I am (YOUR NAME AND SURNAME) with the student number (YOUR STUDENT NUMBER). I
attend you EDUB 1613 in group (YOUR GROUP NUMBER).
Please state your question/query here
Kind regards,
(YOUR NAME)
Please note that only questions or queries using the template above will be answered.
V. CONTACT SESSIONS BFN CAMPUS

Contact sessions are virtual and will take place on Blackboard Collaborate.
• After registration you will sign up for ONE EDUB1613 group on Blackboard.
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• Your group will have a one-hour EDUB 1613 lecture (LEC) followed by a one hour tutorial
(TUT) every week.
• Online attendance is compulsory.
Group A will attend a lecture (LEC) on Tuesday 12:10 – 13:00 and directly thereafter their tutorial
(TUT) form 13:00 – 14:00
Groups B will attend a lecture (LEC) on Wednesday, 07:10 AM – 08:00 AM and directly thereafter
their tutorial (TUT) form 08:00 AM – 09:00 AM
Group C will attend a lecture (LEC) on Wednesday 12:10 – 13:00 and directly thereafter their tutorial
(TUT) form 13:00 – 14:00
The link for your group’s LEC and TUT will be available on Blackboard. When you sign in your
attendance is automatically recorded. Should you encounter any problems in using Blackboard,
please contact the E-learning Help Desk – 051 401 9452 or send an e-mail to
ehelpdesk@ufs.ac.za.
Please note that Blackboard Collaborate is a zero rated site if you use Global Protect. This allows
you to attend Blackboard Collaborate without incurring any data costs. Please see links below for
more information:
https://www.ufs.ac.za/kovsielife/unlisted-pages/global-protect-app https://www.ufs.ac.za/ict/ict-student-
support-digital-life
https://www.ufs.ac.za/docs/librariesprovider31/default-document-library/globalprotect-appfaq.pdf?
sfvrsn=7876d20_2
VI. WORK PROGRAMME AND TIME SCHEDULE
This module carries 12 credits. This means that it consists of 120 notional hours of study. The
proposed study schedule should help you to plan your study programme in order to finish this
module within the indicated timeframe. Owing to the nature of the content presented in this
module, your work schedule can be accessed on Blackboard, since it may change from time to time.
Please ensure that you read the Weekly Announcement on Blackboard every week.
VII. ASSESSMENT PLAN
This is a non-examination module. However, the assessment tasks below will form part of your
formative assessment. Use the table below to record assessment episodes, requirements, and due
dates on BB (Assignments). Information will be communicated to you during your lectures or
tutorial sessions, both in class and on Blackboard:
Assessment instrument Learning unit Weight Date
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Test 1 LU1 Who am I? 20% 1-hour online Question mark
test open from
TBA
ESSAY (TASK 1 – 5) LU1, LU2, 50% Submission deadline:

TBA
Test 2 LU2, LU3, LU4 30% 1-hour online Question mark

test open from
TBA
TOTAL : 100%
VIII. PLAGIARISM
The word 'plagiarism' is derived from the Latin term plagiaries, which literally means 'kidnapper',
and refers to the theft of someone else’s work.
The UFS makes a distinction between plagiarism and academic writing misconduct. The former
term refers to:
• acts of plagiarism committed unknowingly/unintentionally; and/or
• improper or no acknowledgement of a limited section of the work.
The latter term refers to:
• repeated incidents of collusion, deliberate dishonesty and more serious forms of
plagiarism committed over an extended period;
Against this background, students are requested to refrain from deliberate dishonesty in the form
of:
• cribbing in tests and examinations.
• collusion and fabrication or falsification of data;
• purchasing assignments, dissertations and/or theses on the internet and presenting
such documents as your own work; and/or
• submitting the same work for more than one course or in consecutive years.
The consequences that students who are found guilty of plagiarism or academic writing
misconduct will have to face are outlined in the Programme booklet.
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X. ICON LIST
Blackboard
This module is registered on Blackboard and all information regarding
lectures, tutorials, homework activities, preparation for lectures and
videos shown in class can be found on Blackboard.
Video
During the module, you will watch a number of videos, most of which
will also be made available for you to watch on Blackboard. If, for some
reason, it cannot be posted on Blackboard, a YouTube link will be
posted instead.
Preparation
When you see this icon, you must prepare the prescribed material
before our next lecture or tutorial session.
Individual task/activity
To encourage all students to become independent thinkers and to take
responsibility for their own learning, there are times you will be
expected to study or complete an activity/ task by yourself without
your lecturer or tutor.
Formal assessment
This icon refers to a task that forms part of your formal assessment for
example, written essay, group poster, etc.
Group activity/discussion
This icon means that you have a group activity to complete or that you
are expected to engage in a group discussion. This could be your group
that you have been assigned for the module or a different group.
Reader’s guide
Whenever you see this icon please consult your reader’s guide. In the
Reader’s Guide, you will find an article or book chapter to read.
Reflection
Critically reflect on what you have learned.
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Information
This icon refers to information you might find useful.
Lecture
The delivery mode of this content is in the form of a lecture.
Tutorial
The delivery mode of this content is in the form of a tutorial.
XI. STUDY MATERIAL
Unit 1 – The complexity of identity

1. Tatum, B. 2007. The complexity of identity 'Who am I'. In Adams, M., Bell, L. & Griffin, P.
Teaching for diversity and social justice (pp. 9-14). New York: Routledge.
2. Harro, B. 2010. The cycle of liberation. In Adams, M. & Bluenfeld, W.J. Readings for diversity
and social justice (pp. 52-58). New York: Routledge.
Unit 2 – Oppressive practices and inequitable social relations

3. Young, M. 2010. Five faces of oppression. In Adams, M. & Bluenfeld, W.J. Readings for
diversity and social justice (pp. 35-45). New York: Routledge.
4. Collins, P. 2010. Towards a new vision: Race, class, and gender. In Adams, M. & Bluenfeld,
W.J. Readings for diversity and social justice (pp. 604-609). New York: Routledge.
5. Vandeyar, S. & Vandeyar, T. 2017. Opposing Gazes: Racism and Xenophobia in South African
Schools. Journal of Asian and African Studies 52(1):68 – 81
6. Msibi, T. 2012. ‘I'm used to it now’: experiences of homophobia among queer youth in
South African township schools. Gender and Education, 24(5): 515-533
7. Harro, B. 2010. The cycle of socialisation. In Adams, M. & Bluenfeld, W.J. Readings for
diversity and social justice (pp. 45-65). New York: Routledge.
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Unit 3 – Inclusive education in the South African context
8. Artiles, A.J., Harris-Murri, N. & Rostenberg, D. 2006. Inclusion as social justice: Critical notes
on discourses, assumptions, and the road ahead. Theory into Practice, 45(3): 260-268.
Unit 4 – Eco and Climate Justice in Education

Climate change in South Africa: How bad can it be? YouTube channel: Politically Aweh (Available
from: https://www.youtube.com/watch?v=_qKq9itUVQ8)
Additional reading – Some interesting articles and videos
Three things basic education sector needs to do differently and get right in 2021. Available from:
https://www.dailymaverick.co.za/opinionista/2021-02-11-three-things-the-basic-education-sector-needs-
todo-differently-and-get-right-in-2021/
The Danger of a Single Story by Novelist Chimamanda Adichi. Available from:

https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en
Nuraan Davids: “Teachers feel excluded from South Africa’s schools by race and culture.” Available
from: https://theconversation.com/teachers-feel-excluded-from-south-africas-schools-by-race-and-
culture95156
LEARNING UNIT 1: Who am I?
The concept of identity is a complex one, shaped by individual characteristics, family dynamics, historical
factors and social and political contexts.
Beverly Tatum
1.1 INTRODUCTION [WEEK 1]

1.1.1 What to expect from this learning unit
In this learning unit, we will reflect on how our identities have been constructed and by whom.
Using the Cycle of Socialisation we will illustrate how systematic socialisation through individual,
cultural and institutional interactions and norms teaches us to accept systems of sexism, racisms,
heterosexism, xenophobia, religious oppression and many other forms of oppression.
In this module, we envision future teachers in all areas developing an informed understanding of
the nature and purposes of education: to engage in the on-going processes of reflection and
dialogue that are at the heart of professional practice (www.education.ua.edu), while
demonstrating respect for diversity and understanding and valuing the importance of a
commitment to social justice. To guide you in this learning process, you will need to develop a list
of concepts and their definitions to help make meaning and understand how identities are
constructed, how oppression manifests and how it is maintained in society.
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1.1.2 Learning unit outcomes
By the end of this learning unit, you should be able to:
• draw from personal experience to discuss and explain triggers, comfort zones and learning
edge;
• identify and monitor own triggers, comfort zones and learning edges;
• use the cycle of socialization to reflect on how identities are constructed;
• begin to develop a shared understanding of the social justice conceptual framework;
• use the social justice conceptual framework to critically reflect on the effect of our
socialisation;
• explore our own multiple identities; make a personal inventory of social identities that shape
our socialisation; and
• discuss the intersection of socially and culturally constructed identities based on race,
gender and gender expression, sexuality, class, age, ability, and religion.
1.1.3 Comfort zones, learning edges and triggers
We all have comfort zones regarding different topics or activities. Topics or activities we are
familiar with or have plenty of information about lie inside our comfort zones. When we are inside
our comfort zone, we are neither challenged nor learning anything new. However, if we are too far
outside our comfort zone, we tend to withdraw or resist new information (Hardiman & Jackson:
2007).
When we are on the edge of our comfort zone, we are in the best place to expand our
understanding, take in a new perspective and stretch our awareness. We can learn to recognise
when we are on a learning edge in this class by paying attention to our internal reactions to class
activities and to other people in the class. Being on a learning edge can be signaled by feelings of
annoyance, anger, anxiety, surprise, confusion or defensiveness. These reactions are signs that our
way of seeing things is being challenged. When we encounter ideas that do not agree with our
ideas of the world and we dismiss them, we are retreating to our comfort zone. In this way, we
may lose an opportunity to expand understanding (Hardiman & Jackson, 2007).
Triggers are words or phrases that stimulate an emotional response because they push an anger or
pain button about oppression issues. Triggers often convey, consciously or unconsciously, a
stereotypical perception or an acceptance of the status quo. Triggers can be something that an
individual says, or does that make us, as members of social groups, feel diminished, offended,
threatened, stereotyped or attacked. Triggers cause an emotional response, including hurt,
confusion, anger, fear, surprise, or embarrassment (Hardiman & Jackson, 2007).
Questions
• Can you identify topics or activities in your comfort zone?

• Can you think of a time when you felt that you were on a learning edge? Describe the
experience
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• Can you think of some examples of statements that you or other people may experience as
a trigger?
1.1.4 Homework
Please make sure that you have signed up for a group on Blackboard.
Download the study guide from Blackboard. Read page 1 - 10
1.1.5. Reading for the next lecture
Read the article, The complexity of identity: 'Who am I?' by

Tatum (2010) in preparation for your next lecture. All
articles for EDUB1613 are available in your course
reader on Blackboard under Resources.
1.2 THE COMPLEXITY OF IDENTITY [WEEK 2]
A social group is a group of people who share a range of physical, cultural or social characteristics
within one of the social identity categories. The table below gives examples of social identity
categories and social groups.
We are often asked to fill in some identity categories on surveys and applications.
Some social identity categories Example of social groups
Race African, coloured, Indian, white, other

Gender female, male, intersexed, transgender, nonconforming
Religion Christian, Muslim, Hindu, Shembe, Jewish, other
Ability able-bodied, disabled
Social, economic class upper class, middle class, working class, poor, other
Nationality South African, Nigerian, Zimbabwean, other
Sexual orientation lesbian, heterosexual, bisexual, gay, questioning, other
1.2.1 The complexity of identity

In preparation for this lecture, you had to read The complexity of identity: 'Who am I?' by Tatum
(2010). Some questions that relate to the article are:
• Are identity categories relevant or needed in our present context?
• Why does Tatum (2007) argue that the concept of identity is complex?
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• Which parts of our identity capture our attention the most? Why?
• Explain what dominant and subordinate group mean and provide examples for each group.
• What is meant by identity as multiple and intersectional?
The article you read is an academic article. As a university student it is important for you to read
academic work and also write academic essays. Let’s take a look at the following paragraph:
The concept of identity is a complex one, shaped by individual characteristics,

family dynamics, historical factors, and social and political contexts. Who am I?
The answer depends in large part on who the world around me says I am. Who do
my parents say I am? Who do my peers say I am? What message is reflected back
to me in the faces and voices of my teachers, my neighbours, store clerks? What
do I learn from the media about myself? How am I represented in the cultural
images around me? Or am I missing from the picture altogether? As social
scientist Charles Cooley1 pointed out long ago, other people are the mirror in
which we see ourselves (Tatum 2000:9).
Source: Tatum, B. 2007. The complexity of identity 'Who am I'. In Adams, M., Bell, L. & Griffin, P.
Teaching for diversity and social justice (pp. 9-14). New York: Routledge.
• What information can we get from this introductory paragraph by Beverly Tatum?
• What is the main idea of the paragraph?
• How does the author (Beverly Tatum) use the work of other scholars to strengthen her
point?
• How do we give credit to a source?
• How do you cite direct words?
• How do you paraphrase an idea of another author?
• How do you create an academic reference list?
1.2.2 Tutorial
Understanding our social identities, privilege and disadvantage.
Read2 each of the following statements and indicate whether they are true for you. Circle the T if the
statement is true for you. Circle the F if the statement is not true for you.
• My national identity is South African. TF

• People of colour worked for my parents as domestic workers, gardeners, or child caretakers.
TF
1 See C. Cooley, Human Nature and the Social Order (New York: Scribner, 1922).
2 Adapted from Teaching for diversity and social justice, 2nd ed., Routledge, 2007.
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• I have been called names or have been verbally harassed because of my religion, sexual
orientation, or disability. TF
• I can formalise my love relationship legally through marriage and receive the benefits that
accompany marriage in most or all countries. TF
• A member of my family is lesbian, gay or bisexual and in the closet. TF
• I have studied the culture of my ancestors in school. TF
• Most of the adults and other students in the high school I attended had a racial or ethnic
heritage similar to mine. TF
• I went to a school where my first language was the primary language used in oral and written
communication. TF
• When I was growing up, I have had to skip a meal, or I was hungry because my family did not
have enough money to buy food. TF
• The religious holidays observed in my high school matched my family’s religious observances.
TF
• I attended a private school. TF
• I was raised in a single-parent household. TF
• I have avoided a career choice, recreational activity, friendship, or clothing choice to avoid
being thought to be lesbian or gay. TF
• I have been discouraged from a career choice because of my gender or a disability. T F
• My family has taken vacations outside of South Africa (or country of birth). TF
• I have been physically harassed because of my gender expression, race, religion, ethnicity,
disability, or sexual orientation. TF
• One of my parents has been retrenched or been involuntarily unemployed. TF
• I grew up in a home owned by my family. TF
• I can hold hands or express physical affection with an intimate partner in public without
provoking stares or hostile comments. TF
• I am generally able to avoid places that are dangerous in my day-to-day life. TF
• I have been accused of cheating, lying or stealing because of my age, race, ethnicity or
religion. TF
• I have never been denied access to a public building or educational programme because of a
disability. TF
• My parents told me that I could be anything I wanted to be when I grow up. TF
• I rarely see people of my race or ethnicity portrayed on television or in the movies. T F
• The presence of police or other law enforcement officials at a public place or event makes me
feel protected from harm. TF
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• I have been the victim of physical violence because of my race, gender expression, religion or
sexual orientation. TF
• I have been teased or made fun of because of my gender expression. TF
• Either someone close to me or I have been the target of sexual harassment or sexual violence.
TF
• My high school had laboratories, sports grounds, and a school hall. TF
After completing the above activity, discuss the following questions in your tutorial group:
1. What are your reactions to the process of doing the activity above?
2. What statements were particularly striking to you? Why?
3. What are your reactions to identifying some of the privileges and disadvantages associated?
4. How do you think these reactions can be explained?
5. How does privilege and disadvantage impact on education?
1.2.3 Homework Task 1
Please complete TASK 1 and submit as a PDF document on Blackboard. You will
receive a submission mark of 2.5% for completing each task (1 – 4). All tasks are
designed to help you prepare for your essay. The more thoroughly you do each task the easier it
will be to compile your final essay. The submission of task 1 – 4 will make up 10% of your final
essay mark. The essay itself will count 40%. The total for the essay will thus be 50%.
For all submissions following guidelines apply:
Font type: Ariel or Times New Roman

Font size: Ariel 11 point or Times New Roman 12 point
TASK 1
Write a short autobiography of yourself in one paragraph – include for example your place of birth,
family history and your schooling history. You can also add any information about yourself you
would like to share.
I am ………………………………………………………………..……………………………………………………………………………...
…………………………………………………………………………………………………………………………………………………………
Always check your spelling and grammar after you write.
1.2.4 Reading preparation for the next lecture
 Refer to your reader and read the article The Cycle of Socialisation by Harro
(2010), so you can come to class prepared for your next lecture. The article
will also be available on the Blackboard platform under Resources.
17
1.3 THE CYCLE OF SOCIALISATION [WEEK 3]
According to Bobbie Harro, our specific set of social identities predispose us to unequal roles in the
dynamic system of oppression.
Questions for discussion:
• What is socialisation?
• Why does Harro (2010) explain socialisation as a cycle?
• In which ways have YOU been socialised?
18
Harro (2010) suggests that we should not feel guilty about living in a world with oppressive
structures. We are born into a world where all the mechanics, assumptions, rules, roles, and
structures of oppression are already in place and functioning; we have had nothing to do with
constructing them.
• What is our responsibility (as future educators) to challenge oppression in our classrooms?
1.3.1 Writing a good academic paragraph
In academic writing it is important to structure your thoughts and arguments well. In order to write
a good essay you need to be able to write a good paragraph. A good academic paragraph has the
three following components:
1) Topic Sentence: Clear expression of the MAIN idea of the paragraph 2)
Support Sentences:
• Elaborate on the topic sentence

• Use textual ‘evidence’ that support and develops the MAIN idea
• Evidence may include facts, quotations, statistics, personal experiences, anecdotes, stories,
examples, reasons, ideas from other sources that are paraphrased and cited.
3) Concluding Sentence: Explain the significance of the supporting evidence in relation to the
MAIN idea. Here you unpack the ‘so what?’ of your paragraph and synthesize the content to
draw your reader back to MAIN idea.
Look at the following paragraphs from Young (2010) and identify the following three parts: The topic
sentence (main idea), the supporting evidence, and the concluding idea.
Racism, sexism, ageism, homophobia, some social movements asserted, are distinct forms
of oppression with their own dynamics apart from those of class, even though they may
interact with class oppression. From often heated discussions among socialists, feminists,
and antiracism activists in the last ten years, a consensus is emerging that many different
groups must be said to be oppressed in our society, and that no single form of oppression
can be assigned causal or moral primacy. The same discussion has also led to the
recognition that group differences cut across individual lines in a multiplicity of ways that can
entail privilege and oppression for the same person in different respects. Only a plural
explication of the concept of oppression can adequately capture these insights (Young 2010:
36).
Main idea:
_______________________________________________________________________________
_______________________________________________________________________________
Supporting evidence:
_______________________________________________________________________________
_______________________________________________________________________________
Conclusion:
_______________________________________________________________________________
_______________________________________________________________________________
19
Those living under cultural imperialism find themselves defined from the outside, positioned,
placed, by a network of dominant meanings they experience as arising from elsewhere, from
those with whom they do not identify and who do not identify with them. Consequently, the
dominant culture's stereotyped and inferiorized images of the group must be internalized by
group members at least to the extent that they are forced to react to the behavior of others
influenced by those images. This creates for the culturally oppressed the experience that W
E. B. Du Bois called "double consciousness"-"this sense of always looking at one's self
through the eyes of others, of measuring one's soul by the tape of a world that looks on in
amused contempt and pity." Double consciousness arises when the oppressed subject
refuses to coincide with these devalued, objectified, stereotyped visions of herself or himself.
While the subject desires recognition as human-capable of activity, full of hope and
possibility-she receives from the dominant culture only the judgment that she is different,
marked, or inferior (Young 2010: 42).
Main idea:
_______________________________________________________________________________
_______________________________________________________________________________
Supporting evidence:
_______________________________________________________________________________
_______________________________________________________________________________
Conclusion:
_______________________________________________________________________________
_______________________________________________________________________________
Another important aspect of academic writing is citation and referencing of sources. In the
Education faculty you are expected to use the Harvard method of referencing. Find the referencing
guide on Blackboard and see how to use in-text references and citations, and how to create a
reference list or bibliography.
 Not all sources are considered credible for academic writing. How do you know if a source is credible
or not?
1.3.2 Tutorial
Assessing my comfort levels with diversity. Often, we see people group

themselves according to perceived sameness. Think for example of the school
playground and how learners might form groups during break time. The same
behaviour can be observed in adults – for example in the school staffroom. As a
future teacher you will need to be comfortable with a variety of different people. You will
work with diverse colleagues and diverse learners. How comfortable are you to work or
socialise with people who are different from you?
HIGH MEDIUM LOW Why?

Age
Gender
20
Sexual orientation (gay, lesbian, bisexual,
heterosexual)
Physical ability
Ethnicity (Xhosa, Sesotho)
Race
Geographic location (nationality)
Different socio-economic status (working
class, middle class, upper class)
Personal habits
Recreational habits (sports, hobbies,
weed smoking)
Religion (Atheism, Islam, African
religions)
Educational background
Appearance
Marital status
Role of women
Ethical values
Family structure/practices (patriarchal,
matriarchal)
HIV/AIDS status
Language differences
(accents included)
Political affiliation (ANC, DA, EFF)
• Which areas have high comfort levels? Which have the lowest?
• To what do you attribute the differences?
• Where has the comfort level changed, either getting more or less comfortable
• What is the consequence for your relationships and career opportunities if no change is
made?
• What can you do to increase your comfort in places where it needs to increase?
21
Please complete TASK 2 and submit as a PDF document on Blackboard.

You will receive a submission mark of 2.5% for completing each task (1 –
4). All tasks are designed to help you prepare for your essay. The more
thoroughly
you do each task the easier it will be to compile your final essay. The submission of task 1 – 4 will
make up 10% of your final essay mark. The essay itself will count 40%. The total for the essay will
thus be 50%.

TASK 2
Write a paragraph on your own socialisation. In this paragraph you may use your personal
experiences in relation to Harro’s (2010) cycle of socialisation. When writing the paragraph make
sure you use the paragraph structure and referencing style (Harvard) we have discussed in class.
Include your topic sentence (MAIN IDEA), supporting evidence and concluding sentence.
1.4 REFLECTION ON UNIT 1

1. What did you enjoy the most about this Learning Unit?
2. What did you enjoy the least?
3. What was your greatest learning gain?
4. Were you triggered at any point during the Learning Unit? Explain.
5. What questions that were triggered by this Learning unit do you have at this point?
6. What challenges did you experience during Learning Unit One?
1.5. TEST 1
There will be a PRACTICE test on Questionmark to help you get used to the system
before you write TEST 1. The practice test is NOT for marks.
Write the online TEST 1 on Bb (Follow the Questionmark link) – For the test you need to
study:
• The complexity of identity: 'Who am I?' Tatum (2017)

• The Cycle of Socialisation by Harro (2010)
22
LEARNING UNIT 2: Oppressive practices and inequitable social relations
Knowledge of history helps us to trace the patterns that constitute oppression over time and enables us to see
the long-standing grievance and legacies of differently situated social groups in our society and in the world.
Lee Anne Bell
2.1 INTRODUCTION
In the previous unit, reflecting on our personal socialization challenged us to explore our own
multiple identities. In this regard, Harro’s cycle of socialisation serves as a useful framework to help
us understand that we are not only born into a specific set of social identities, but that we are, as
human beings, different from one another in many ways based upon gender, ethnicity, skin colour,
home language, age, ability status, religion, sexual orientation, economic class and others. While it
is possible to make a personal inventory of the various social identities that shape our socialisation,
we have to consider critically how these social identities predispose us to unequal roles in the
dynamic system of oppression. As oppression plays out daily in various forms in school classrooms
and on school playgrounds, in college classrooms and on college campuses, it is crucial for you as a
future teacher and observant varsity student to first conceptualise and understand the dynamics of
oppression.
2.1.1 Learning Unit Outcomes
On completion of this learning unit, you should be able to:
• further develop a deepened shared understanding of the social justice conceptual

framework;
• conceptualise and describe the dynamics of oppression;
• critically reflect on how social identities predisposes us to unequal roles in the dynamic
system of oppression;
• describe the effects of society granting unearned privilege and critically discuss the effects of
the lack of privilege;
• identify the conceptualisations of oppression (race, class, gender, sexual orientation,

ethnicity, religion, ability, language);
• illustrate how systemic socialisation, referring to the culture of socialisation, through

individual, cultural and institutional interactions and norms teach us to accept systems of
racism, classism, sexism, heterosexism, xenophobia, religious oppression, and ableism;
23
• define and list the characteristics, role and functions of stereotypes; and
• critique the role stereotypes play in perpetuating generalisations about identity and their
effect on societal inequalities.
2.1.2 The danger of a single story
Watch the TED TALK: The Danger of a Single Story by Novelist Chimamanda Adichi
https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en
Reflect on the message of the video you watched.
• In what ways do educational institutions (schools, universities and colleges) encourage

people to embrace difference and diversity?
• Why is diversity important in a healthy society?

Using your social group membership profile (1.3.2) as a reference, describe your responses to each
of the following statements. Consider a variety of different memberships.
• The first time you were aware that your membership in a social group affected the way you
would be treated.
• A time you became aware that your membership in a social group afforded you privileges
not enjoyed by members of other social groups.
• A time you became aware that your membership in a social group meant that you were
denied privileges enjoyed by others.
• A time you were aware of how one of your advantaged identities buffered the effects of one
of your targeted identities.
• A time you were aware of how having multiple targeted identities intensified your
experience of oppression.
• A time you were aware of how having multiple privileged identities intensified your
experience of privilege.
• A time you can recall going along with the oppression of a member of a targeted group you
are not a part of.
• A time you can recall supporting or going along with oppressive behaviour directed at a
member or members of one of your targeted social groups.
• A time you took action against oppression.

• A time you can remember feeling proud and nurtured by your membership of a social
group.
24
2.1.3 Tutorial
Group activity (break away into smaller groups of 10)
In this module you are expected to participate in group conversations. You

have signed up to a small group of 10 members on Blackboard.
Introduce yourself to your group:
• What is your name? The origins of your name, why you were named and what your name
means.
• Where do you come from?
• Something you liked about your schooling experience.
• Something that was hard about your schooling experience.
• Why do you want to become a teacher?
2.1.4. Homework TEST 1
Write TEST 1 on Blackboard. Follow the Questionmark link and log in with your
username and password. Read the instructions carefully before you write the
test. Once you click on SUBMIT the test will submit and you will not be able to
make changes. TEST 1 will count 10% of your final mark.
2.1.5. Reading preparation for the next lecture
• Read Five faces of oppression by Iris Marion Young (2010) in your

reader. The article will also be available on the Blackboard
platform under Resources.
• Marion Young’s exposition is written from an American perspective. As you read, try to
frame the five faces of oppression in the South African context by listing relevant examples.
Look for relevant, recent examples of articles in the media to support your examples.
2.2 THE FIVE FACES OF OPPRESION
25
In the article by Iris Marion Young (2010) Five Faces of Oppression she gives the following definition of
oppression:
“. .. Oppression in this sense is structural, rather than the result of a few people's choices or policies. Its
causes are embedded in unquestioned norms, habits, and symbols, in the assumptions underlying
institutional rules and the collective consequences of following those rules. . . . In this extended structural
sense, oppression refers to the vast and deep injustices some groups suffer because of often unconscious
assumptions and reactions of well-meaning people in ordinary interactions, media and cultural stereotypes,
and structural features of bureaucratic hierarchies and market mechanisms-in short, the normal processes
of everyday life ....” (Young 2010: 36)
 How can we summarize the main idea of the paragraph above?

 What are the Five faces of oppression as discussed by Iris Marion Young?
 How can we think about the Five faces of oppression in a South African context (use relevant
recent media reports)?
Find one example in the South African education context to illustrate the following:
Exploitation: _____________________________________________________________________________
Marginalisation: __________________________________________________________________________
Powerlessness: ___________________________________________________________________________
Cultural imperialism: ______________________________________________________________________
Violence:________________________________________________________________________________
2.2.1 Tutorial
• What is a stereotype?
• Think of some examples of stereotypes about race, gender, nationality, culture etc.
• How are stereotypes perpetuated by the media and/or social media?
• Think of a situation in which you have felt that you were being stereotyped.
• Think of a situation in which you were present where someone else was stereotyped (either
in their presence or absence)
• Where do you think stereotypes originate? (Find a connection with the Cycle of Socialisation
we discussed in UNIT 1)
• What is the link between stereotypes and prejudice?

• How is prejudice enacted?
• What are the consequences for those committing the acts of prejudice?
26
• What are the consequences for those against whom prejudice is committed?
• What should teachers do to challenges the perpetuation of stereotypes in schools?
Please complete TASK 3 with your group members and submit individually
as a PDF document on Blackboard. You will receive a submission mark of
2.5% for completing each task (1 – 4). All tasks are designed to help you
prepare
for your essay. The more thoroughly you do each task the easier it will be to compile your
final essay. The submission of task 1 – 4 will make up 10% of your final essay mark. The essay itself
will count 40%. The total for the essay will thus be 50%.

TASK 3
In your group you need to have the following discussion:

How can we think about the Five faces of oppression in a South African context? How has the
following influenced YOU in your life and educational experiences so far?
Exploitation: _____________________________________________________________________________
Marginalisation: __________________________________________________________________________
Powerlessness: ___________________________________________________________________________
Cultural imperialism: ______________________________________________________________________
Violence: ________________________________________________________________________________
Each group member should give specific examples of their experiences. Listen carefully to what
everyone in the group is saying. Take notes of what others in the group are saying. Learn from each
other’s experiences. Do not dismiss another’s experiences if you do not agree. Take the time to be
open to new insights and think what it is like to walk in another’s shoes. Submit the notes on group
discussion (including your own comments and contributions) as a PDF file on Blackboard.
 Read Towards a new vision: Race, class, and gender by Patricia

Collins (2010). The article will also be available on the Blackboard
platform under Resources.
27
2.3 INTERSECTIONALITY AND CLASSISM
Patricia Collins (2010: 604) posits the following question: How can we transcend the barriers
created by our experiences with race, class and gender oppression in order to build the types
of coalitions essential for social change?
Some of the recommendations she make are:
Reconceptualizing oppression and seeing the barriers created by race, class and gender
as interlocking categories of analysis is a vital first step. But we must transcend these
bar-riers by moving toward race, class and gender as categories of connection, by
building relationships and coalitions that will bring about social change (Collins 2010:
604).
Coming from a tradition where most relationships across difference are squarely
rooted in relations of domination and subordination, we have much less experience
relating to people as different but equal. The classroom is potentially one powerful and
safe space where dialogues among individuals of unequal power relationships can
occur (Collins 2010: 606).
Sharing a common cause assists individuals and groups in maintaining relationships

that transcend their differences. Building effective coalitions involves struggling to hear
one another and developing empathy for each other's points of view (Collins 2010:
607).
One essential component of this accountability involves developing empathy for the
experiences of individuals and groups different than ourselves. Empathy begins with
taking an interest in the facts of other people lives, both as individuals and as groups. If
you care about me, you should want to know not only the details of my personal
biography but a sense of how race, class and gender as categories of analysis created
the institutional and symbolic backdrop for my personal biography. How can you hope
to assess my character without knowing the details of the circumstances I face? (Collins
2010: 607).
It is important to remember that all forms of oppression intersect (intersectionality). There is no

hierarchy of oppression. For example, you cannot fight against racism but remain classist. Gender
equality is not possible if homophobia is ongoing. Xenophobia will not be eradicated if religious
oppression persists. In this module we will take time to look at different forms of oppression, but it
is always important to remember how things connect – and to keep in mind that there are forms of
oppression that we will not be able to cover in this module (for example: ageism, religious
oppression, language oppression, ethic oppression). In UNIT 2 we will focus on: classism, racism,
xenophobia, heterosexism, and gender oppression. In UNIT 3 we will look at ableism and why
inclusive education is important. In UNIT 4 we will briefly introduce the issue of environmental
oppression when we look at eco- and climate justice. Throughout the module you are encouraged
to recognise all forms of oppression as connected.
28
2.3.1. Classism
• What is meant by class privilege?
• Is class something we achieve or something we are born into?
• How is class related to the means of production and labour?
• What is the connection between economic class status and access to education?
• What is the influence of class status on students’ educational experiences?
• Where do you locate yourself in terms of class privilege and what does this imply for you?
• Do you think your behaviour towards other people, including the way you treat them, is
informed by issues of class?
• What is meant by the reproduction of class – Bourdieu’s three types of capital (economic,
social and cultural capital).
• Do you think issues of class intersect with other forms of oppression? Explain how and why.
• What should teachers do to challenge classism?
2.3.2 Tutorial
Please read the following section from Chapter 9: Diversity and culture in education, by Lokesh
Maharaj and Peggy Siyakwazi (2016), pp 236-237 in Education Studies, K Horsthemke, P Siyakwazi,
E. Walton and C. Wohuter (Eds). Oxford University Press: Cape Town.
Giddens (1993: 215) defines class as 'a large-scale grouping of people who share common
economic resources [that strongly influence the types of lifestyle they are able to lead.'
Some of the important aspects of class arc as follows:
• Class is generally fluid, with the boundaries between classes blurred.
• Class is generally achieved and not simply given at birth.
• Class depends on economic differences.

According to Karl Marx (in Kendall, 2012: 115), class position is determined by our relationship to
the means of production. There are two classes of people in society: the capitalist class (the
bourgeoisie) and the working class (the proletariat).
According to conflict theorists, class inequality arises out of the unequal distribution of power and
resources in society. Class is not seen as a ladder, but as classes facing off against each other.
Economists and sociologists Bowles and Gintis argue that the major role of education in capitalist
societies is the reproduction of labour power. They maintain that the hidden curriculum shapes the
future workforce in the following ways (Bowles & Gintis, 1976: 169):
29
• It produces a subservient workforce of uncritical, passive and docile workers.
• It encourages an acceptance of hierarchy.
• It motivates learners through external rewards.
• It causes fragmentation of school subjects.
1. Consider the bulleted list above. How many of these statements apply to your own
schooling experience? Would you agree that the education system in South Africa achieves
these objectives through the *hidden curriculum?
*The hidden curriculum is the implied knowledge and learning that learners receive through the practices and systems
and cultures in a school - thus not the official curriculum document.
2. Do you agree with the following statement: In South Africa access to education is largely
dependent upon race, class and gender. Explain why or why not.
3. Aslam Fataar offered the following warning (Kellaway et al., 1997: 538) “Prioritising
educational access over quality runs the risk of reproducing the racial inequalities that were
spawned in the apartheid era. Do you agree or disagree with this warning? Please motivate
your answer.
Sources:
Bowles, S. & Gintis, H. 1976. Schooling in Capitalist America. New York: Basic Books.
Giddens, A. 1993. Sociology. Cambridge: Polity Press
Kellaway, P., Kruss, G., Fataar, A. & Donn, G.1997. Education After Apartheid: South African Education in
Transition. Cape Town: University of Cape Town Press.
Kendall, D. 2012. Sociology in Our Times: The Essentials. Stamford: Wadsworth Cengage Learning.
Please complete TASK 4 with your group members and submit individually
as a PDF document on Blackboard. You will receive a submission mark of
2.5% for completing each task (1 – 4). All tasks are designed to help you
prepare
for your essay. The more thoroughly you do each task the easier it will be to compile your
final essay. The submission of task 1 – 4 will make up 10% of your final essay mark. The essay itself
will count 40%. The total for the essay will thus be 50%.

30
TASK 4
In your group you need to have the following discussion:

• How have your experiences of schooling been influenced by issues or race, class and
gender?
• How are your experiences different form the other group members?
• Which experiences are similar?
• Why is change necessary?
• How can we (as future teachers) work towards a less oppressive world?
• What should we do in the classroom to improve the experiences of our learners? How can
we become agents of change?
Each group member should give specific examples of their experiences. Listen carefully to what
everyone in the group is saying. Take notes of what others in the group are saying. Learn from each
other’s experiences. Do not dismiss another’s experiences if you do not agree. Take the time to be
open to new insights and think what it is like to walk in another’s shoes. Submit the notes on group
discussion (including your own comments and contributions) as PDF file on Blackboard.
Read the following article:

Vandeyar, S. & Vandeyar, T. 2017. Opposing Gazes: Racism and
Xenophobia in South African Schools. Journal of Asian and African Studies 52(1):86 – 81. This
article is available in your reader and on Blackboard under Resources.
& An open letter to all South Africans (Available in Study Guide)
Below you will find a letter written by one of the 11-year-olds at the Sacred Heart Primary School.
Names have been changed to protect identities and I encourage you to share the letter with all
your contacts. She arrived at her teacher’s classroom this morning and said, “Please will you help
me get this out to as many people as possible”. Letter written by DANAI PACHEDU.
An open letter to all South Africans
31
My name is Danai Pachedu and I am 11 years old. For the past two weeks, my life has changed. I have
been scared to go to the shops because people may recognise me. I have stopped speaking Shona in
public or too loudly at home because I might be recognised and our house identified. I don’t go to the
park to play anymore because I might not come back if someone recognises me. I spend most of my
time inside our yard or at my private school because I am afraid to go anywhere and be recognised.
I hear other children outside our yard laughing and speaking loudly to their parents in foreign languages
because they are not afraid. Some of those children are Portuguese from Portugal, Jewish from Israel,
Chinese from China, Pakistani, Lebanese, Italian but they are not afraid, they are free. I however, am
afraid and don’t feel free. I am still lucky because sometimes people think I am “South African”, strange
to me because I am South African, or am I? Maluti, my brother is not so “lucky”; most people think he is
West African. They will easily smell him out; they will definitely recognise him. So lately, he also doesn’t
go to the shops or to play in the park anymore. Maluti has been wondering if he should continue to ride
his bicycle to the gym or go and practise his soccer at a local ground anymore because he is scared of
what they will do to him if they recognise him. Maluti doesn’t look 16, he looks like one of those guys
that work daily for so little in the restaurants, they might think he is stealing their jobs, so he is also
scared. Maluti is a little bit lucky because he doesn’t have to worry about speaking Shona – he is so bad
at Shona in any case that my mum says if he speaks Shona at the Zimbabwean border, they will
definitely deport him back to South Africa, Eish. I don’t know which is worse, his Shona or his Zulu but
what I know is either way, they will smell him out.
Then there is my Aunt Alice, she helps us in the house. My mother brought her so that she can assist us
with our Shona and the Shona culture. She is so Shona, if it was anywhere else, she would be a treasure
but here in South Africa, she will definitely be recognised. She carries her permit everywhere, but I don’t
think that will help, she always sticks out like a sore thumb. Even the police don’t recognise that permit
anyway because every month she tells me that she has to put aside R400 to bribe the police not to
deport her. Lately she has taken to skin lighteners so that she can blend in. I am not sure that this has
worked, she still smells like a Shona and will still be recognised. She is petrified but has no choice; she
must come to work.
I am worried about my parents. My mother, despite being in South Africa since before 1994, is Shona;
they will recognise her. She has to carry her South African Identity Document everywhere but that
doesn’t help either because many a times, she has been accused of forging it. When I am at school, I
worry that she might forget and speak with a Shona accent or say her surname to someone and give
herself away.
My dad is a bit lucky he works in the Northern Suburbs and they won’t go there. It’s my mum and the
other people that work in our small shop, in Chinese shops, as domestic workers and in restaurants
where they earn less than R1 500, that they will target. I am told they are stealing South African jobs. I
don’t understand that? Why don’t they punish the people who give them jobs or are they scared of
them? Do the Portuguese from Portugal, Jewish from Israel, Chinese from China, Pakistanis, Lebanese,
Italians, not steal South African jobs, or are they scared of them? My parents have worked tirelessly for
nine years to make our small shop work. The shop is my mother’s pride and she goes there every day.
That shop which has been a blessing, I am afraid will bring us problems. You can’t miss that shop it’s so
recognisable. I wish we didn’t need the money from that shop, now I believe we might die because of
that shop.
The problem is I can’t relax because I don’t know when I, or my family, will be recognised. I also don’t
understand what my family has done wrong, or what my Aunt Alice, the shop workers, the waiters have
32
all done wrong. I am scared that if they recognise us, they will petrol bomb our shop, kick us out of our
house and kill us. I at least can run and hide in our suburban house. But what if they catch my Aunt or
the 85-year-old Malawian man who has been in South Africa since he was 25 years old or my cousin
Tarisai who works 14 hours a day every day to survive; they have really done nothing to anyone. I have
seen videos of what they can do to “foreigners”. I am scared that no one wants to protect us, not the
police and not the government, they will just put us in tents in a football field and justify that we are
involved in crimes.
The majority of the South African citizens don’t seem to care, they won’t speak up for us. The majority
of citizens and our neighbours don’t want to get involved, some of them seem to also think we should
be recognised and “dealt” with. I am worried that it’s just a matter of time before all “national
foreigners or is it foreign nationals” are recognised and killed. The world doesn’t care, we are not
Charlie Hebdo, not American, not European nor Chinese nationals. We are KWEREKWERES. I wonder
where we will go when the time comes. Maluti and I were born in South Africa, we have never lived
anywhere else. My mum and dad have been in South Africa for more than 20 years and they are
“citizens”, basically all their adult life has been in South Africa. My Aunt Alice is just trying to survive and
she hasn’t committed a crime. The workers at our shop have never hurt anyone and mum says she
keeps them because they are prepared to work and cook Shona meals. They are good people and they
don’t commit any crimes. I am scared that one day, I and my fellow KWEREKWERES will be beaten to
death,. or doused with petrol and burnt alive for being KWEREKWERES. That we won’t be given a
chance to show our ID, that even an ID won’t save us. That, when the day comes our only crime will be
that we are RECOGNISED as KWEREKWERES and don’t deserve to be treated like human beings least of
all as fellow South Africans or Africans.
Every night I listen to my parents speak into the early hours of where we can run to. Maybe New
Zealand, Australia or Canada, they take professionals there I believe. But I am scared of this as well. I
will miss my friends, my school, my home and my country and there I will definitely be “a national
foreigner or a foreign national”. Some say we should go back to Zimbabwe? Where will my parents start
after 23 years of absence, where will Aunty Alice get money to feed her family, where will our workers
start? What will Maluti do, he can’t even speak Shona, and doesn’t even like being in Zimbabwe
because he says he can’t identify with anything there, well neither can I. Will I ever be considered South
African or a fellow human being? I wonder why my “South African” brothers and sisters don’t like me so
much and yet they are happy to embrace the Portuguese from Portugal, Jewish from Israel, Chinese
from China, Pakistanis, Lebanese, Italians, anything but African. After all, we all know they have more
money than the poor Africans, bigger shops. Will I ever stop feeling scared of my fellow countrymen?
Most importantly, are you all going to turn a blind eye, while innocent people are killed, their only crime
being that they are KWEREKWERE and are doing their best to survive and feed their families. Must a
Portuguese from Portugal, Jewish from Israel, Chinese from China, Pakistan, Lebanese, Italian, European
or American be killed first before we speak out? My name is Danai Pachedu,
Je suis KWEREKWERE. Xenophobia a ticking time bomb.
2.4 RACISM AND XENOPHOBIA
33
• What is your understanding of the concept “race”?
• Is race a biological category?
• Do you think race still carries significance in post-apartheid South Africa? Link your answer
with your own observation and the Cycle of Socialisation.
• What are the connections/differences between race and culture?
• What is the significance of race and culture in educational contexts?
• What is racism?
• What is national identity?
• How do you experience/express your national identity?
• How does race and culture relate to national identity?
• What is xenophobia?
• When were you first aware of yourself as a member of a particular racial, cultural or national
group?
• When were you first aware of people from other races, cultures or nationalities?
• When did you first witness or experience someone being treated differently because of their
racial, cultural or national identity?
• Name a time when you realised that you were treated differently because of your race,
culture or national identity?
• Name times when you had friends from different racial, cultural or national groups.
• Name one other significant event in your life related racism or xenophobia.
• What are some of the stereotypical messages you have received about your racial, cultural
or national group?
• What are some of the common practices/traditions in the cultural group you identify with?
Discuss critically whether these practices should continue.
• How does race, culture and national identity influence and educational experiences in South
Africa?
2.4.2 Tutorial
Think back to your own schooling experiences. What do you remember in terms of race, culture
and nationality in the schools you attended? What was the dominant racial grouping in the school?
What was the dominant culture? How did that influence the culture of the school? Were some
34
learners excluded based on their race, culture or nationality? Were all language groups within the
school recognised equally?
1. Please describe your memory of a specific incident regarding race, culture and language that
made an impression on you.
Read and discuss the article by Davids (2018) entitled, “Teachers feel excluded from
South Africa’s schools by race and culture.” Available from:
https://theconversation.com/teachers-feel-excluded-from-south-africas-schools-by-
raceand-culture-95156
2. What are some of the challenges that schools face in terms of diverse racial, cultural and
language groups in South Africa?
3. What are some of the advantages of recognising and affirming diverse racial, cultural and
language groups within the schooling system?
2.4.3. Homework: Draft your final essay and study for test 2
Work on paragraph 1 and 2 of your essay (see essay template under 2.7 ).
For test 2 you need to study the following articles:
Collins (2010) Towards a new vision: Race, class, and gender.

Msibi (2012) ‘I'm used to it now’: experiences of homophobia among queer youth in South African
township schools.
Harro (2010) The cycle of liberation.
Read Msibi (2012): ‘I'm used to it now’: experiences of homophobia

among queer youth in South African township schools.
2.5 GENDER AND SEXUALITY [WEEK 8]
• What did you learn from reading the article by Msibi (2012)
• What is the difference between gender identity and sexual orientation?
35
• Introduction to concepts: 'biological sex'; 'gender identity'; 'gender expression'; 'gender
roles'; 'sexual orientation'.
 Sexism is behaviour, conditions, or attitudes that foster stereotypes of social roles based on
sex/gender. Sexist elements are present in most cultures and in most homes worldwide,
women are inter alia perceived to be responsible for household chores and the rearing of
children. Such ideas are fundamentally sexist. Although some women may enjoy this work,
the problem lies with the expectation that a woman should take up this role simply because
she is a woman. Such an assumption is oppressive. Any adult can tend a home: why must
the chore go to women?
 Define heterosexism
2.5.2 Terminology
Instruction: Match the definition in the column on the left with a term in the column on the right.
1. ____ A heterosexual person who confronts heterosexism/homophobia. A. Intersex
2. ____ Socially constructed behaviour expectations for men and women. B. Gender identity
3. ____ Fear of or discomfort with people who do not meet our cultural expectations C. Transsexual
for gender.
4. ____ Emotional, affectional and sexual attraction and behaviour towards someone of D. Sexism
another sex (heterosexual), same sex (lesbian or gay) or any sex
(bisexual/pansexual).
5. ____ A system of cultural beliefs and practices that assume a fixed, binary system of E. Queer
gender into which everyone must fit.
6. ____ A person who alters his/her body through surgery or hormonal treatments to F. Homophobia /
live as another gender or sex. Biphobia
7. ____ A person born with both male and female physiological or anatomical sex G. Heterosexism
characteristics.
8. ____ The sex one is assigned at birth based on visible physiological and anatomical H. Transgender
sex characteristics.
9. ____ A person who enjoys dressing in clothes typically associated with another I. Sexual orientation
gender, often heterosexual men.
10. ___ A person whose self-definition challenges and disrupts traditional binary J. Transgender
conceptions and boundaries of gender. oppression
11. ___ A system of institutional and cultural beliefs, norms and practices that K. Biological/birth sex
advantages heterosexuals
12. ___ A system of beliefs and practices that privileges men and subordinates women L. Heterosexual ally
13. ___ A person’s sense of being a woman, a man, or other gender identification. M. Heterosexual
privilege
36
N. Transphobia
14. ___ An umbrella term used by some lesbian, gay and bisexual people to refer to
themselves, often to avoid binary and static conceptions of sex, gender and sexuality.
15. ___ The fear, hatred or intolerance of lesbian, gay and bisexual people. O. Cross dresser
16. ___ The assumption that heterosexuality is the only normal sexual identity. P. Gender roles
17. ___ Advantages received by heterosexuals in a heterosexist society. Q. Heteronormativity
2.5.3 Tutorial
Discuss the following questions3 in your group:

• What were the gendered messages in your home?
• What roles and behaviours were expected of you in your home because of
your gender?
• Were there consequences for not following gendered expectations?

• What did you see as models of women’s roles/work/place? What did you see as models of
men’s roles/work/place?
• What were the lessons of your early years in school? What models of maleness and
femaleness did you have?
• What were the lessons of your teenage years? How did you see yourself in relation to
maleness and femaleness? What did you notice around you in this regard?
Read each of the scenario’s below and discuss what you (as a future teacher) would do in each
situation.
 Scenario 1: You are a Foundation Phase teacher and request your learners to draw and
present their family tree to the class. When Sam presents his family tree, he refers to two
3 Source: Adams, M., Bell, L.A. & Griffin, P. 2007. Teaching for diversity and social justice. New York: Routledge. p. 180.
37
fathers: father Clive and father Josh. The class starts to laugh and want to know how this
works.
 Scenario 2: Mombela has two mothers and every day she is dropped off at school by her
two mothers. Her classmates are confused and ask you why Mombela has two mothers.
 Scenario 3: One of the Grade 9 girls tells you in confidence that she is in love with another
girl in the class. She is confused and wants your advice.
 Scenario 4: A boy in the class, who likes to play the piano and participate in cultural
activities, is continuously made fun of by classmates and called a 'moffie'. You know you
cannot turn a blind eye.
 Scenario 5: You serve on the organising committee for the matric farewell dance. One of
the matriculants, who is openly gay, requests permission to bring his partner. Permission is
granted in writing to all matriculates who have same-sex partners, but several parents
object.
2.5.4. Homework: Draft your final essay and study for test 2
Work on paragraph 3 and 4 of your essay (see essay template under 2.7 ). Read
the article the Cycle of Liberation by Bobbie Harro (2010) and see how you might
include some of these ideas in paragraph 4.
Study for TEST 2.
Read the Cycle of Liberation by Bobbie Harro (2010).
2.6 CYCLE OF LIBERATION

Now that we have learned about the different kinds of oppression, how they manifest and how
they are maintained, imagine what kind of society you would like to live in and what values you
wish to embrace. Then ask yourself how you would make the imagined a reality. We engage in the
process of an imagined society because, as educators, we are faced with the challenge of reflecting
on the question “How do we manage diversity in our daily practices?” For your own learning to
make more meaning, we encourage you to draw upon your personal lived narratives and those of
your fellow students to suggest practical ways in which we as educators can actively challenge
oppression in our daily practice and other parts of our lives.
Discuss the following themes that emerge from the chapter:
38
• Getting ready
• Reaching out
• Building community
• Coalescing
• Creating change
• Maintaining
2.6.1. Spheres of Influence
Perhaps a first important step when imagining a better society for all is to understand our spheres
of influence in which we can work towards such a society, that is, within ourselves, in interpersonal
relationships, in groups or organisations we are part of, in major social institutions, in the larger
cultural or even global level. Below is a diagram4 that explains the different spheres of influence.
The above diagram depicts the various areas in life in which we have potential influence to effect
change. We can take action in many spheres in our lives, and it is necessary to do so because of the
systemic nature of heterosexism and other oppressions. In addition, these spheres of influence are
all connected and, thus, actions taken tend to have ripple effects in other spheres. Keeping this in
mind, identify a form of discrimination and write down actions you could take in each sphere to
challenge this form of discrimination. Discuss the different levels of risk involved in each action
plan you have generated.
2.6.2 Tutorial
4 Source: Teaching for diversity and social justice, 2nd ed., Routledge, 2007
39
1. As we engage in the process of becoming change agents and allies, we need to consider some
of the challenges or risks that we might face and the consequences that come with openly
challenging oppression, both negative and positive. With a few students in your tutorial
group, discuss some of the issues that emerge under the following three themes:
• Fixing blame helps no one; taking responsibility helps everyone.
• Confronting social injustice is painful and joyful.
• Establishing an effective learning environment.
2. Consider some of the ways you as an educator can take action in your own practice and
personal life in challenging oppression. Complete the table below by making a list of the
different ways you can challenge the mentioned forms of oppression:
Racism
Sexism
Classism
Heterosexism
Xenophobia
Religious oppression
3. According to Harro (2010:52), “as people come to a critical level of understanding of the
nature of oppression and their roles in this systemic phenomenon, they seek new paths for
creating social change and taking themselves toward empowerment or liberation by
becoming change agents and allies. Allies and change agents work towards challenging
different forms of oppression in their own spheres of influence rather than perpetuating
oppression”. So what are some characteristics5 of a change agent and ally?
4. Envision and imagine you can design a socially just school. What would it look like? What
kind of subjects would be taught? Who would attend your school? Where would your school
be? How would discipline function in the school? Who would the teacher be?
2.6.3. Homework: Submit your final essay and study for test 2
Submit your final essay on BB. See 2.7.
Study for TEST 2.
5 Adapted from Teaching for diversity and social justice, 2nd ed., Routledge, 2007.
40
2.7 CRITICAL ESSAY
Write an essay of 4 paragraphs in which you discussion socialisation, oppression

and directions for change. Your essay must fit onto ONE PAGE and be saved as a
PDF document before it is uploaded on Blackboard. Please see the template
provided below. Your essay should refer to your own personal lived experiences, group discussions
and draw on the multiple concepts that you have learned in this module. Use TASK 1 – 4 as your
planning for the essay. The submission of task 1 – 4 will make up 10% of your final essay mark (this
counts as your planning). The essay itself will count be for 100 marks and count 40%. The total for
the essay will thus be 50%.

Line Spacing and Alignment: Single spacing between lines and justify the text
Reference style: Harvard
Use the following template to write your essay.
NAME, SURNAME, STUDENT NUMBER Faculty of Education EDUB1613
ESSAY TITLE [Please choose an appropriate title for your essay]
INTRODUCTION [Start your essay with a hook. A hook is an interesting statement or sentence that
catches your reader’s attention. Draw on TASK 1 and write a brief biography about yourself. Give a
road map in which you outline your main ideas and of what to expect from the flow of your essay]
BODY PARAGRAPH 1 [Create a paragraph in which you draw on TASK 2. Unpack your own
41
identity and socialisation in relation to the literature we studied in UNIT 1]
BODY PARAGRAPH 2 [Create a paragraph in which you draw on TASK 3. Explain what you
learned from group discussion on oppression and discuss how these in relation to the literature we
studied in UNIT 2]
CONCLUSION [Draw on TASK 4 and explain how you imagine you, as a future teacher, might
become a change agent and work towards a less oppressive world. Summarise the main ideas of
your essay and end with a powerfully significant sentence your reader will remember]
Reference list
[Follow the Harvard referencing style. Use the referencing guide on Blackboard]
The following marking rubric will be used to grade your essay:

Essay rubric:
CRITERIA
PROFICIENT
PARTIALLY
EXEMPLARY
ATTENTION
ACHIEVED
NEEDS
Mechanics  Use of Harvard style of referencing for in-text 1 6 11 16

and format citations and reference list 2 7 12 17
 Spelling and grammatical errors 3 8 13 18
 Submission guidelines (font, spacing, text 4 9 14 19
alignment, PDF file) 5 10 15 20
Incorporation  Autobiographical information and personal 1 6 11 16

of personal experiences used to give support and evidence to 2 7 12 17
42
experience  arguments 3 8 13 18
Concepts of socialisation, identity, oppression and 4 9 14 19
liberation (in the context of education) explained 5 10 15 20
through personal experiences
Use of  Use of paraphrasing and quotations 1 6 11 16
relevant  Relevant information as evidence engage with 2 7 12 17
literature concepts of socialisation, identity, oppression and 3 8 13 18
liberation (in the context of education). 4 9 14 19
5 10 15 20
Inclusion of  Experiences of others to gain deeper insights into 1 6 11 16

information concepts of socialisation, identity, oppression and 2 7 12 17
gained form liberation (in the context of education) 3 8 13 18
group  Critical reflection on own experiences in relation 4 9 14 19
discussion to the experiences of others. 5 10 15 20
Overall  Appropriate title 1 6 11 16

development  Paragraph structure 2 7 12 17
and use of  Logical flow from one paragraph to the next 3 8 13 18
academic  Introduction, body paragraphs and conclusion 4 9 14 19
writing style 5 10 15 20
Total = __________/100
The essay must be submitted on Bb. Please submit as a single page in PDF format.
Make sure to check the submission deadline and submit in advance to ensure you do
not have technical difficulties or connectivity issues. Late work will not be accepted.

6. How was your experience of working with your group members?
43
LEARNING UNIT 3: Inclusive Education in the South African context
As a means to promote social justice for students with disabilities, the special education field is striving to
consolidate inclusive education models
Artiles, Harris-Murri & Rostenberg

In Learning Units 1 and 2, you were sensitised to different markers of diversity in identity formation
as well as to ways of dealing with diversity productively or counter-productively. In these units, you
were asked to consider diversity in a positive light and to deal with it in ways that do not cause
harm to those whose markers of diversity are different from yours. Disability/barriers to learning is
another marker of diversity to be considered.
The current learning unit critically examines the South African policy direction called inclusive
education, which aims to make access to quality education experiences available to all learners, in
particular to those learners who experience barriers to learning. These policy guidelines are
contained in a document called Education White Paper 6. Special Needs Education: Building an
Inclusive Education and Training System (Department of Education, 2001). The aim of this module,
however, is not policy analysis, but rather to enable you to challenge your own identity critically in
a diverse world by imagining the possibilities that exist for social responsiveness as an agent of
change, as stated in the purpose of this module. As teachers-in-training you will encounter learners
with different barriers to learning and will hopefully, be moved to action that wisely deals with such
barriers or, put differently, to action that aims to include rather than exclude. The learning
outcomes of this unit will assist you in developing the sophistication of thought to think in less
simplistic ways about the diversity that you encounter in engagement with learners experiencing
barriers to learning.
3.1.1 Learning outcomes
In support of the module purpose, this learning unit aims to equip you to be able to:
• Refer to Education White Paper 6 to know what inclusive education is.

• Explain the rationale for inclusive education in the South African context.
• Appreciate and articulate the complexity of the different discourses in inclusion.
• Argue for a transformative social justice view of inclusive education.
3.1.2 White Paper 6
44
What does White Paper 6 aim to achieve in South African education
What is inclusive education?
Why did South Africa adopt White Paper 6 as a policy?

Why do teachers have to be aware of the guidelines provided by White Paper 6?
3.1.3 Tutorial
Language can offend. What are the correct terminology and terms to use when talking about people
with disabilities? Create/Find a poster with the correct terminology that you can keep in your
classroom when you are teacher.
Artiles, A.J., Harris-Murri, N. & Rostenberg, D. 2006. Inclusion as social

justice: Critical notes on discourses, assumptions and the road ahead.
Theory into Practice, 45(3): 260-268.
3.2 THE DIFFERENT DISCOURSES IN INCLUSION

Barriers to learning refer to factors, both internal and external, that prevent learners from getting
full value from their educational experiences. Jot down your thoughts on encountering a learner
with any kind of barrier to learning. Now, interrogate these thoughts and check whether you are
driven by the following:
• Firstly, a desire to see social justice prevail for this learner, for example, that enough
opportunities are created for this learner to perform at her/his optimum level, or that
systemic adaptations are made for this learner to derive maximum value from her/his
educational experience.
• Further interrogation of your motives to want a socially just dispensation for this learner
may reveal that you have:
o an understanding of the rights of the learner and are concerned about the ethics of
how her/his situation is dealt with; o a concern about the efficacy of how her/his matter
ought to be resolved;
o an understanding that power and the relationships borne out of power may also
have an influence on how her/his issue is viewed; and o purely pragmatic concerns.
45
Read Artiles, Harris-Murri & Rostenberg (2006: 262-264) to see how different
discourses arise from these same motives that you might have. Provide a brief
summary of the arguments that come from the article:
3.1.3 Tutorial
A transformative social justice view of inclusive education

Given South Africa’s past system of governance that was based on assigned racial identities, it
makes sense that even the education dispensation for learners with barriers to learning has been
influenced by the need for racial categorisation in delivering services to such learners. Although the
system of apartheid has been abolished in all government policies since 1994, the social and
systemic effects of the racial biases created by apartheid are still felt today. The article by Artiles,
Harris-Murri and Rostenberg (2006:264-267) acknowledges that even the USA, which abolished
racially based government policies many years before 1994, still cannot pretend that racial and
other forms of systemic discrimination do not exist. Hence, these authors suggest that the field of
inclusive education needs to take into account ideological and historical assumptions about
difference. They call it a “transformative social justice view of inclusive education”.
Fatima is a grade 9 learner and is generally happy at school. For the past few weeks she has been late
for school. This has negatively affected her performance at school. Her homework and assignments
are incomplete.
1. If you are using a transformative approach to inclusion, what is the best solution in this
situation?
2. What are your thoughts regarding the provision of educational opportunities for learners
with barriers to learning.
3. Use this reflection to determine the different discourses (Artiles, Harris-Murri & Rostenberg,
2006) present in your own conception of inclusive education.
4. Lastly, combine your knowledge from the previous two learning units and the insights you
gained in this one to argue why ideological and historical assumptions about difference
cannot be set aside when one starts deliberating about the inclusion of learners with
barriers to learning.

..........................................................................................................................................................
.........................................................................................................................................................
46
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
.........................................................................................................................................................
..........................................................................................................................................................
.........................................................................................................................................................
..........................................................................................................................................................
.........................................................................................................................................................
6. How was your experience of working with your group members?
..........................................................................................................................................................
.........................................................................................................................................................
3.4. PREPARATION FOR THE NEXT SESSION:
Please watch the following YouTube video:
Climate change in South Africa: How bad can it be? YouTube channel: Politically Aweh
(Available from: https://www.youtube.com/watch?v=_qKq9itUVQ8)
LEARNING UNIT 4: Eco- and Climate Justice in the Context of Education

Rather than being educated to reproduce a culture that is doomed to failure, we must begin to educate
ourselves and our students about what it means to live differently on the Earth.
Martusewicz, Edmundson, and Lupinacci(2011:7)

In her introduction to Teaching for EcoJustice Rita. J. Turner writes: “I am a teacher because I am not satisfied
with the world as it is. I’m a teacher because I want to see people shape the world for the better. I want to
see a future that is more just, healthy and happy than the world I see around me today. I want a future in
which humans aren’t destroying the ecosystems we depend on for survival. In which my well-being and
comfort do not rely on the suffering of others, either humans or nonhumans…We depend upon one another
for survival – on other people, other species, and on the ecosystems around us. We must acknowledge these
connections in order to survive” (Turner 2015:xviii).
In this unit we will explore why South African teachers have a responsibility to teach of ecojustice
and how they might do so.
4.1.1 Learning outcomes
In support of the module purpose, this learning unit aims to equip you to be able to:
47
• Understand what ecojustice and climate justice is
• Link ecojustice and climate justice principals to local contexts
• Conceptualise ways in which ecojustice and climate justice could/should be infused in South
African classrooms
4.1.2 The different discourses in inclusion
We will work with two central themes around eco-justice and climate justice in this unit:
1) Raising awareness and educating
Watch: Climate change in South Africa: How bad can it be? YouTube channel: Politically Aweh
• What awareness campaigns are currently underway worldwide and in South Africa?
• Why should South African’s care about climate change?
• How does eco-justice and climate justice relate to social justice?
• Why is eco-justice, climate justice and environmental justice a human rights issue?
2) Action and intervention
• What can/should teachers do to infuse principals of eco-justice and climate justice into their
teaching?
• What other actions can schools and teachers take to create a sustainable future?
4.1.3 Tutorial
• What are green schools?

• How can/do the CAPS curriculum address eco-justice and climate justice?
• What should teachers do to address issues of eco-justice and climate justice in South
Africa?
4.2 TEST 3
48
Write the online TEST 2 on Bb (Questionmark) – For the test you need to study:
Unit 2:
Collins (2010) Towards a new vision: Race, class, and gender.
Msibi (2012) ‘I'm used to it now’: experiences of homophobia among queer youth in South African
township schools.
Harro (2010) The cycle of liberation.
Unit 3:
Artiles, A.J., Harris-Murri, N. & Rostenberg, D. 2006. Inclusion as social justice: Critical notes on
discourses, assumptions and the road ahead. Theory into Practice, 45(3): 260-268
Unit 4:
You also need to watch the following:
Climate change in South Africa: How bad can it be? YouTube channel: Politically Aweh
4.3 REFLECTION ON THIS MODULE

1. What did you enjoy the most about this module?
4. What is your most vivid memory or experience of this module? Explain.
5. How was your experience of working with your group members?.
6. What would you recommend to change about this module?
Thank you for your participation and best wishes forward in your career in education!
49

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FACULTY OF EDUCATION

SCHOOL OF EDUCATION STUDIES

Module code NQF level Credit value Module Leader

EDUB1613 6 12 Mrs. GE Davids

Programme and Year level Date of Peer evaluator

BEd FP/IP/SP & Compiled: 2014

• is able to confront and question dominant discourses.

III. EXPECTED OUTCOMES AND PRESUMED NOTIONAL HOURS

• subject content knowledge;

• demonstrate by relating to knowledge from various areas an understanding the nature of

Bloemfontein Campus Lecturer

Module Coordinator Mrs. GE Davids

QwaQwa Campus Dr. H. Nicols NicholsHJ@ufs.ac.za

HOW TO COMMUNICATE IF YOU HAVE A QUERY:

Dear (TUTOR/LECTURER NAME)

Please state your question/query here

V. CONTACT SESSIONS BFN CAMPUS

VI. WORK PROGRAMME AND TIME SCHEDULE

VII. ASSESSMENT PLAN

Assessment instrument Learning unit Weight Date

ESSAY (TASK 1 – 5) LU1, LU2, 50% Submission deadline:

Test 2 LU2, LU3, LU4 30% 1-hour online Question mark

XI. STUDY MATERIAL

Unit 1 – The complexity of identity

Unit 2 – Oppressive practices and inequitable social relations

Unit 4 – Eco and Climate Justice in Education

Additional reading – Some interesting articles and videos

The Danger of a Single Story by Novelist Chimamanda Adichi. Available from:

LEARNING UNIT 1: Who am I?

1.1 INTRODUCTION [WEEK 1]

By the end of this learning unit, you should be able to:

• Can you identify topics or activities in your comfort zone?

1.1.5. Reading for the next lecture

Read the article, The complexity of identity: 'Who am I?' by

1.2 THE COMPLEXITY OF IDENTITY [WEEK 2]

Race African, coloured, Indian, white, other

Ability able-bodied, disabled

1.2.1 The complexity of identity

The concept of identity is a complex one, shaped by individual characteristics,

Understanding our social identities, privilege and disadvantage.

• My national identity is South African. TF

1.2.3 Homework Task 1

Font type: Ariel or Times New Roman

Always check your spelling and grammar after you write.

1.2.4 Reading preparation for the next lecture

1.3.1 Writing a good academic paragraph

• Elaborate on the topic sentence

Assessing my comfort levels with diversity. Often, we see people group

HIGH MEDIUM LOW Why?

Please complete TASK 2 and submit as a PDF document on Blackboard.

Font type: Ariel or Times New Roman

1.4 REFLECTION ON UNIT 1

• The complexity of identity: 'Who am I?' Tatum (2017)

2.1.1 Learning Unit Outcomes

On completion of this learning unit, you should be able to:

• further develop a deepened shared understanding of the social justice conceptual

• identify the conceptualisations of oppression (race, class, gender, sexual orientation,

• illustrate how systemic socialisation, referring to the culture of socialisation, through

2.1.2 The danger of a single story

• In what ways do educational institutions (schools, universities and colleges) encourage

• Why is diversity important in a healthy society?

• A time you took action against oppression.