Bringing the Science of Learning and Development Into the South African Schools
Bibliographic Data
| ID | 21423461 |
|---|---|
| Authors | Mahlapahlapana Johannes Themane (0000-0002-2097-8538, University of Limpopo, corresponding author), Mahlapahlapana Themane (University of Limpopo) |
| Year | 2023 |
| Volume | 47 |
| Issue | 1 |
| Pages | 161-166 |
| Publication date | 2023-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Research in Education (JOURNAL) |
| Journal identifiers | ISSN: 0091-732X • E-ISSN: 1935-1038 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0091732x241226917 |
| OpenAlex | W4399040916 |
| Language | EN |
| References cited | 11 |
Transforming the South African education system after decades of apartheid remains a dream for all. This chapter contributes on how this dream can be achieved. To this end, I raise two arguments. First, transformation will require young people to become adept at handling tensions and dilemmas. Second, I propose that the science of learning and development (SoLD) has a possibility to develop such competences. I begin with a look at the colonial education curricula in South Africa until the dawn of a democratic dispensation in 1994. This is followed by a critique of the post-1994 curriculum. In closing, I propose the SoLD model as an alternative to the classroom in South Africa as a route to equity and justice
Faculty Development · Mathematics education · Pedagogy · Professional development · Science education · Sociology · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Teacher Education and Leadership Studies
| Highly cited | No |
|---|