Educational change in post-conflict contexts

Reflections on the South African experience 20 years later

Dados Bibliográficos

ID12726144
AutoresPam Christie (0000-0002-7894-3733, University of Cape Town, autor correspondente)
Ano2016
Volume14
Fascículo3
Páginas434-446
Data de publicação2016-06-30
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoGlobalisation Societies and Education (JOURNAL)
Identificadores do periódicoISSN: 1476-7724 • E-ISSN: 1476-7732
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14767724.2015.1121379
OpenAlexW2467483848
IdiomaEN
Citações recebidas4
Referências citadas23

Reflecting on South African experience, this paper develops an analytical framework using the work of Henri Lefebvre and Nancy Fraser to understand why socially just arrangements may be so difficult to achieve in post-conflict reconstruction. The paper uses Lefebvre's analytic to trace three sets of entangled practices (perceived–conceived–lived) as evident in education in post-apartheid South Africa in order to illustrate the complexity that is entailed in a particular moment of social reconstruction. Coupled with this approach, It draws on Fraser's analytic to show how the different forms of social injustice and their different remedies (redistribution–recognition–representation) may easily shift and slip in times of complex change. The paper shows that post-conflict reconstruction in education requires a number of different social practices that are not easily orchestrated

Epistemology · Injustice · Political science · Redistribution (election · Social conflict · Sociology · Foucault, Power, and Ethics · Gender Studies · Global Educational Policies and Reforms · Law · Peace and Human Rights Education · Philosophy · Psychology · Social Psychology