A pedagogical approach to socially just relations in a Grade 11 Economics class

Abstract

Post-apartheid schooling in South Africa is challenged with the task of contributing towards social justice, as has been evident from the emergence of a plethora of education policies following the promulgation of the South African Schools Act in 1996. One of the most significant ways in which social justice can be cultivated in schools, especially where exclusion and marginalisation have been in ascendancy for decades, is through improved pedagogical activities, which receive focus in this article. The article focuses on investigating how the learning goals for Grade 11 Economics with the aid of an educational technology, in particular Facebook, engender opportunities for socially just relations in the classroom. The researcher is concerned with how these learning goals are related to three underlying aspects of Economics education, namely sustainable development, equity (including equality) and economic development, and how they may or may not engender opportunities for social justice. Critical discourse analysis is the research approach used to analyse learners’ comments on Facebook in relation to their understandings of three films. It was found that it is possible to teach and learn education for social justice in the classroom. Learners treated one another equally; enacted their pedagogical relations equitably; and learnt to become economically aware of their society’s developmental needs. Thus, it is recommended that education for social justice be cultivated in school classrooms through the use of Facebook.

Keywords: Desert (Reward); Economic Development; Education; Equality; Equity, Learning; Need; Social Justice; Sustainable Development (SD); Teaching