- Building C6, North-West University, Potchefstroom Campus
- 0182994764
Shan Simmonds
North-West University, Education Sciences, Faculty Member
- Shan Simmonds is a associate professor in Curriculum Studies at the North-West University (Potchefstroom Campus). She... moreShan Simmonds is a associate professor in Curriculum Studies at the North-West University (Potchefstroom Campus). She graduated with her PhD in 2013 from the North-West University after completing some of her PhD studies at the Vrije University, Amsterdam as part of the SAVUSA (South Africa Vrije University Strategic Alliance) scholarship that she received in 2012. She has been the subject chair of the subject group Curriculum Studies, Philosophy and Research Methodology from 2012-2016. She is currently an associate editor for the peer-reviewed journal: Transformation in Higher Education.edit
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At present, there is a dearth of primary data on the experiences of the child survivors of trafficking for sexual exploitation. Qualitative research methodologies are needed to help researchers and practitioners from a variety of... more
At present, there is a dearth of primary data on the experiences of the child survivors of trafficking for sexual exploitation. Qualitative research methodologies are needed to help researchers and practitioners from a variety of disciplines to understand the complex issues associated with child sex trafficking (CST), to gain greater insight into the nature of this problem, and to devise strategies to combat this form of trafficking. In this article, we report on our use of a synthesized methodology, life design narrative inquiry (LDNI), as a way to generate primary data on the experiences of the survivors. This methodology enables researchers to do research with CST survivors to gain a deeper insight into the nature of trafficking to devise strategies in different disciplines to combat this form of trafficking. Reflections on employing LDNI with child trafficking survivors revealed that this methodology is context sensitive, takes on an individualistic perspective, and leads to ric...
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In South Africa four key policy discourses underpin doctoral education: growth, capacity, efficiency , and quality discourses. This article contributes to the discourse on quality by engaging with quality assurance from the perspective of... more
In South Africa four key policy discourses underpin doctoral education: growth, capacity, efficiency , and quality discourses. This article contributes to the discourse on quality by engaging with quality assurance from the perspective of the decision makers and implementers of macro policy (national), meso (institutional), and micro (faculty/departmental) levels. We explore the perceptions that members of higher degree committees in the field of Education have of the quality assurance of doctoral education. Our data are drawn from a national survey questionnaire completed by these respondents at all public South African institutions that offer a doctorate in Education. The insights gained reside within four categories: positionality, policy, programmes, and people (stakeholders). Thereafter, we problematised the main results using academic freedom in a mode 3 knowledge production environment as a lens, which revealed thought provoking directions for future research about doctoral e...
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abstract Heterosexuality is associated with normative, 'normal' or 'natural' social and sexual relations. Concomitantly, those who do not conform to heterosexual standards are 'othered'. Conforming to normativity creates the "... more
abstract Heterosexuality is associated with normative, 'normal' or 'natural' social and sexual relations. Concomitantly, those who do not conform to heterosexual standards are 'othered'. Conforming to normativity creates the " heterosexual imaginary " (Ingraham, 1996) and perpetuates heteronormativity. This article focuses on the dangers of institutio-nalised heterosexuality, particularly the objectifying of non-normative sexual and gender diversities as anti-humanist. Snowball sampling was used to select 39 fourth-year pre-service teachers from three public South African universities, and focus group discussions revealed that the responses of many of these have heterosexist and homophobic undertones. The three main themes that emerged are objectification of 'the homosexual', conflation of 'the homosexual' and accommodation of 'the homosexual'. In response to these findings, objectification and discursive discrimination highlight the way in which language reinforces a binary logic and further perpetuates heteronormativity. Possible ways of addressing discursive discrimination are suggested.
Transformation is often loosely defined. We argue that the reason for this is its inherent complexity. Paradoxically, its lack of definition is an asset, which provides an opportunity to rethink and research transformation in higher... more
Transformation is often loosely defined. We argue that the reason for this is its inherent complexity. Paradoxically, its lack of definition is an asset, which provides an opportunity to rethink and research transformation in higher education, rather than an urgent problem to be solved. In this article, the possibilities for researching and rethinking transformation are based on an exploration of transformation in higher education and the policy directives that influenced its development in South Africa. A meta-study was used to determine the national publishing trends in the South African Journal of Higher Education and the way transformation
in higher education is situated in some of the articles in this journal. The population of the study comprised 1050 articles published between 2005 and 2015 in the South African Journal of Higher Education. These were analysed to determine the broad national publishing trends. Thereafter, an in-depth analysis was conducted on 30 of these articles to determine the approach to transformation in higher education and the context in which it was discussed. Based on the findings of the analysis, we recommend future directions for rethinking and researching transformation in higher education.
in higher education is situated in some of the articles in this journal. The population of the study comprised 1050 articles published between 2005 and 2015 in the South African Journal of Higher Education. These were analysed to determine the broad national publishing trends. Thereafter, an in-depth analysis was conducted on 30 of these articles to determine the approach to transformation in higher education and the context in which it was discussed. Based on the findings of the analysis, we recommend future directions for rethinking and researching transformation in higher education.
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In South Africa four key policy discourses underpin doctoral education: growth, capacity, efficiency , and quality discourses. This article contributes to the discourse on quality by engaging with quality ssurance from the perspective of... more
In South Africa four key policy discourses underpin doctoral education: growth, capacity, efficiency , and quality discourses. This article contributes to the discourse on quality by engaging with quality ssurance from the perspective of the decision makers and implementers of macro policy (national), meso (institutional), and micro (faculty/departmental) levels. We explore the perceptions that members of higher degree committees in the field of Education have of the quality assurance of doctoral education. Our data are drawn from a national survey questionnaire completed by these respondents at all public South African institutions that offer a doctorate in Education. The insights gained reside within four categories: positionality, policy, programmes, and people (stakeholders). Thereafter, we problematised the main results using academic freedom in a mode 3 knowledge production environment as a lens, which revealed thought provoking directions for future research about doctoral education.
In this article we problematise the fact that human rights legislation, whether intentionally or otherwise, reinforces binary categories such as ‘heterosexual’ or ‘homosexual’. This form of ‘othering’ highlights the incongruence between... more
In this article we problematise the fact that human rights legislation, whether intentionally or otherwise, reinforces binary categories such as ‘heterosexual’ or ‘homosexual’. This form of ‘othering’ highlights the incongruence between what the legislation offers and sexual minorities’ lived experiences. We argue that human rights thus constitute a double-edged sword that may discourage ‘coming out’. Our critique of human rights is based on the findings of a research project in which 1 086 pre-service teachers across six national public tertiary universities in South Africa participated in a survey and/or in focus-group discussions (FGDs). The survey findings suggested that participants see human rights as implying freedom, dignity and equality for all, irrespective of
sexual identity. Yet, a closer analysis of the data revealed that gay and lesbian participants do not necessarily experience the freedom, equality and dignity entrenched in human rights documents. An analysis of the data from the FGDs supported this notion as it revealed homophobic ‘othering’ attitudes on the side of pre-service teachers. Finally, we reflect on the ways in which the boundaries of ‘the closet’ have been reinforced through the ‘othering’ of sexual selfhood and consider how pre-service teachers grapple with some of the complexities surrounding issues of sexual diversity in education contexts.
sexual identity. Yet, a closer analysis of the data revealed that gay and lesbian participants do not necessarily experience the freedom, equality and dignity entrenched in human rights documents. An analysis of the data from the FGDs supported this notion as it revealed homophobic ‘othering’ attitudes on the side of pre-service teachers. Finally, we reflect on the ways in which the boundaries of ‘the closet’ have been reinforced through the ‘othering’ of sexual selfhood and consider how pre-service teachers grapple with some of the complexities surrounding issues of sexual diversity in education contexts.
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Research Interests:
Human rights play a vital role in citizens’ political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has... more
Human rights play a vital role in citizens’ political, religious and cultural life (Wang
2002, 171). Due to the prominence of human rights in the everyday life of citizens,
including those of South Africa, human rights education has been included in many
school curricula. Human rights education aims to develop responsible citizens who
inter alia foster an understanding of gender, ethnical, religious and cultural
diversities. This, it is hoped will encourage and maintain peace, as outlined in
the 1948 Universal Declaration of Human Rights. Departing from a human
rights position, a qualitative study commenced in 2009 to explore how girls and
boys reason about the cultural and religious practices of girls in their
communities and families. Narratives by girls and boys highlighted their views
on girls’ positioning in their specific communities. From the findings it became
evident that the participants were aware of conforming to particular cultural and
religious practices. However, some participants also challenged how they
perceived these practices and the roles of girls in their communities. The article
highlights the necessity of embarking on a gendered perspective towards human
rights education.
Keywords: gender-based reasoning; human rights; cultural and religious practices;
gendered human rights; initiation; gender role
2002, 171). Due to the prominence of human rights in the everyday life of citizens,
including those of South Africa, human rights education has been included in many
school curricula. Human rights education aims to develop responsible citizens who
inter alia foster an understanding of gender, ethnical, religious and cultural
diversities. This, it is hoped will encourage and maintain peace, as outlined in
the 1948 Universal Declaration of Human Rights. Departing from a human
rights position, a qualitative study commenced in 2009 to explore how girls and
boys reason about the cultural and religious practices of girls in their
communities and families. Narratives by girls and boys highlighted their views
on girls’ positioning in their specific communities. From the findings it became
evident that the participants were aware of conforming to particular cultural and
religious practices. However, some participants also challenged how they
perceived these practices and the roles of girls in their communities. The article
highlights the necessity of embarking on a gendered perspective towards human
rights education.
Keywords: gender-based reasoning; human rights; cultural and religious practices;
gendered human rights; initiation; gender role
Research Interests: Religion, Cultural Studies, Gender Studies, Human Rights, Normativity (Gender), and 13 moreIdentity (Culture), Gender, Culture, Human Rights Education, Education for Citizenship, Gender Roles, Gender and Development, Gender and education, Cultural Practices, Democracy and Citizenship Education, Gender Socialisation, Gender Norms, and Religious and Magical Practices
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The United Nations Millennium Development Goals (2000−2015) are clearly embedded in South Africa’s education policy documents. However, they are not adequately infused into the curriculum. This article focuses specifically on the third... more
The United Nations Millennium Development Goals (2000−2015) are clearly embedded in South Africa’s education policy documents. However, they are not
adequately infused into the curriculum. This article focuses specifically on the third Millennium Development Goal (MDG) − promoting gender equality and empowering women − and the need to place this curriculum content at the centre and not on the periphery, to achieve its goal. Qualitative document research was used to explore the extent to which South Africa’s curriculum-making
has promoted gender equality and the empowerment of women during the promotion of the 2000–2015 MDGs. The findings of this research show potential intersections of poverty, age and worldviews with gender; a stronger
focus on human rights values; and concrete strategies to combat unhealthy sexual behaviour. However, the curriculum continues to be saturated with negative perspectives and binary perceptions of gender. There is also a lack of attention to the world of work. The assumption underlying this seems to be that gender equality and the empowerment of women are unattainable or that they are unimportant. This article concludes by underlining the need for the curriculum to be a genuine agent of change, which necessitates a new gender discourse in curriculum-making.
adequately infused into the curriculum. This article focuses specifically on the third Millennium Development Goal (MDG) − promoting gender equality and empowering women − and the need to place this curriculum content at the centre and not on the periphery, to achieve its goal. Qualitative document research was used to explore the extent to which South Africa’s curriculum-making
has promoted gender equality and the empowerment of women during the promotion of the 2000–2015 MDGs. The findings of this research show potential intersections of poverty, age and worldviews with gender; a stronger
focus on human rights values; and concrete strategies to combat unhealthy sexual behaviour. However, the curriculum continues to be saturated with negative perspectives and binary perceptions of gender. There is also a lack of attention to the world of work. The assumption underlying this seems to be that gender equality and the empowerment of women are unattainable or that they are unimportant. This article concludes by underlining the need for the curriculum to be a genuine agent of change, which necessitates a new gender discourse in curriculum-making.
Research Interests:
Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum... more
Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so as to understand oneself and others. It also raises awareness that equating all forms of research on curriculum with curriculum
studies dilutes the scope of the conversation. This exploration asks two key questions: What is the nature of doctoral theses in the field of education’s theoretical contributions to nuances of curriculum (curriculum, curriculum development, and curriculum studies)? In what ways do these theses perpetuate or even add to current ambiguities in the discipline of curriculum studies? The exploration of these two questions draws on a critical meta-study of 511 theses completed in South African universities (2005–2012) conducted using a three level process. It appears that the main detractions of these theses are that some of them see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity.
studies dilutes the scope of the conversation. This exploration asks two key questions: What is the nature of doctoral theses in the field of education’s theoretical contributions to nuances of curriculum (curriculum, curriculum development, and curriculum studies)? In what ways do these theses perpetuate or even add to current ambiguities in the discipline of curriculum studies? The exploration of these two questions draws on a critical meta-study of 511 theses completed in South African universities (2005–2012) conducted using a three level process. It appears that the main detractions of these theses are that some of them see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity.
Research Interests:
Although classified as a developing country, South Africa lags far behind other BRICS member countries (ie, Brazil, Russia, India and China). A cause for concern is that the number of doctoral or PhD studies rather than what they... more
Although classified as a developing country, South Africa lags far behind other BRICS member countries (ie, Brazil, Russia, India and China). A cause for concern is that the number of doctoral or PhD studies rather than what they contribute is often used to measure their quality. This article argues that a quality PhD study must engage with the global knowledge society. A critical meta-study was conducted to ascertain whether the PhD studies conducted between 2005 and 2012 in South Africa did so. The chief process was the interrogation of the research question in each PhD study, and its links with the
topic, the focus and the repositioning of the contribution declared by the study. An analysis of 240 qualitative PhD studies in the education field revealed that PhD studies
with strong internal links tend to have a coherent conceptual build-up and contribute to the global knowledge society. In the conclusion, guidelines for PhD education are presented.
topic, the focus and the repositioning of the contribution declared by the study. An analysis of 240 qualitative PhD studies in the education field revealed that PhD studies
with strong internal links tend to have a coherent conceptual build-up and contribute to the global knowledge society. In the conclusion, guidelines for PhD education are presented.
Research Interests:
With the advent of democracy in South Africa, religious education became a contested topic in the education sector. Contestation stemmed from the desire to embrace religious plurality rather than Christian National Education (CNE) that... more
With the advent of democracy in South Africa, religious education became a contested topic in the education sector. Contestation stemmed from the desire to embrace religious plurality rather than Christian National Education (CNE)
that dominated the curriculum pre-1994. This contestation initiated the reconceptualisation of religion in curriculum-making. Together with other scholars, Roux, a scholar-activist, has played a seminal role in conceptualising religion in the curriculum as religion in education (RiE) and more recently, religion and education (RaE). In disrupting the boundaries of
religion, she has also made human rights the departure point for engagement with RaE. The concomitant blurring of the boundaries between religion education (RE) and human rights education (HRE), has made it necessary to explore the complexities of the foundations of human rights. In response, this article uses Roux’s work to extend the argument by exploring the possibilities of human rights literacy (HRLit) in curriculum-making for HRE. To conclude, this conception of HRLit is considered juxtaposed to Roux’s most recent scholarship, which interrogates gender as a specific position within HRE. In engaging with this scholarship, this article takes a critical HRLit perspective so as to embrace Roux’s work through an alternative theoretical lens.
that dominated the curriculum pre-1994. This contestation initiated the reconceptualisation of religion in curriculum-making. Together with other scholars, Roux, a scholar-activist, has played a seminal role in conceptualising religion in the curriculum as religion in education (RiE) and more recently, religion and education (RaE). In disrupting the boundaries of
religion, she has also made human rights the departure point for engagement with RaE. The concomitant blurring of the boundaries between religion education (RE) and human rights education (HRE), has made it necessary to explore the complexities of the foundations of human rights. In response, this article uses Roux’s work to extend the argument by exploring the possibilities of human rights literacy (HRLit) in curriculum-making for HRE. To conclude, this conception of HRLit is considered juxtaposed to Roux’s most recent scholarship, which interrogates gender as a specific position within HRE. In engaging with this scholarship, this article takes a critical HRLit perspective so as to embrace Roux’s work through an alternative theoretical lens.
Research Interests:
The introduction of the Curriculum and Assessment Policy Statement (CAPS) and how it positions religion in the curriculum requires rethinking. This article first argues that Religion and Education (RaE) has the propensity to engage a... more
The introduction of the Curriculum and Assessment Policy Statement (CAPS) and how it positions religion in the curriculum requires rethinking. This article first argues that Religion and Education (RaE) has the propensity to engage a broader perspective than Religion in Education (RiE) in
curriculum inquiry. The opportunity to engage in RaE in curriculum spaces has its origins in debates on religion as private or public domain. The article explores how adolescent girls from diverse religious and cultural contexts experience gender issues in their communities and society. We report on
adolescent girls’ voices, their experiences and how they value gender in their own religion and culture, as well as in that of others. This viewpoint is significant for RaE for two reasons. Firstly, using gender as the research focus provides an alternative form of inquiry to create a discourse in and
around RaE. Secondly, we consider how theoretical underpinnings of human rights, namely universalism and particularism, can inform thinking about RaE epistemologically. This article argues that one needs to think differently
about RaE, to consider human rights and gender theories in order to prevent voices being silenced, curriculum restricted and oppression continued.
curriculum inquiry. The opportunity to engage in RaE in curriculum spaces has its origins in debates on religion as private or public domain. The article explores how adolescent girls from diverse religious and cultural contexts experience gender issues in their communities and society. We report on
adolescent girls’ voices, their experiences and how they value gender in their own religion and culture, as well as in that of others. This viewpoint is significant for RaE for two reasons. Firstly, using gender as the research focus provides an alternative form of inquiry to create a discourse in and
around RaE. Secondly, we consider how theoretical underpinnings of human rights, namely universalism and particularism, can inform thinking about RaE epistemologically. This article argues that one needs to think differently
about RaE, to consider human rights and gender theories in order to prevent voices being silenced, curriculum restricted and oppression continued.
Research Interests:
The diverse nature of South African classrooms presents a number of challenges. One of these is creating a culture of human rights. Although South African school curricula promote the infusion of human rights, teachers are still... more
The diverse nature of South African classrooms presents a number of challenges. One of these is creating a culture of human rights. Although South African school curricula
promote the infusion of human rights, teachers are still uncertain about how to apply human rights and learners are, at best, equivocal about human rights. The purpose of this
research was to investigate teachers’ and the learners’ perspectives on human rights, to explore concomitant challenges, and to present proposals for human rights teaching-learning and curriculum development. To achieve this, two qualitative studies were conducted and the following research questions were posed: What challenges arise for
human rights education in teaching-learning and curriculum development? What are the implications of these challenges for both teachers and learners? The findings suggest ways
of addressing human rights more optimally in curriculum development and teaching-learning practice to the advantage of teachers and learners in diverse contexts.
promote the infusion of human rights, teachers are still uncertain about how to apply human rights and learners are, at best, equivocal about human rights. The purpose of this
research was to investigate teachers’ and the learners’ perspectives on human rights, to explore concomitant challenges, and to present proposals for human rights teaching-learning and curriculum development. To achieve this, two qualitative studies were conducted and the following research questions were posed: What challenges arise for
human rights education in teaching-learning and curriculum development? What are the implications of these challenges for both teachers and learners? The findings suggest ways
of addressing human rights more optimally in curriculum development and teaching-learning practice to the advantage of teachers and learners in diverse contexts.
Research Interests:
It is imperative to take account of the many faces of justice when exploring the elements of a curriculum for justice. Justice is not only about equity, equality and fairness, but about creating spaces where people can learn to prioritise... more
It is imperative to take account of the many faces of justice when exploring the elements of a curriculum for justice. Justice is not only about equity, equality and fairness, but about creating spaces where people can learn to prioritise a significant Other and practise doing so. The curriculum needs to provide a space where the legal, restorative face of justice and its ethical face could coincide. Firstly, we argue that a sole focus on justice as reasonableness might reinforce the notion of “separate but equal”, and that through a leveling of difference, we might opaquely strengthen difference without an inclination to care deeply for those whose background might differ from ours. Secondly, we argue that the legal and ethical faces of justice are not mono-tonal, but that these faces constitute many complexions based on the body holding it (or the person who attempts to make sense of these faces). In this article we will attempt to understand how we make sense of girls’ voices on cultural and religious practices. We imagine that understanding how we understand Others might place us in a better position to provide guidelines to develop curriculum spaces for profound justice; i.e. justice that is based on reasonableness and, more importantly, on care.
Research Interests:
Photovoice provides alternative ways of doing research with schoolgirls, who are vulnerable and often under-acknowledged research participants. It is particularly valuable in dealing with sensitive topics such as gender-based violence,... more
Photovoice provides alternative ways of doing research with schoolgirls, who are vulnerable and often under-acknowledged research participants. It is particularly valuable in dealing
with sensitive topics such as gender-based violence, poverty and HIV/AIDS and other chronic illnesses. Photovoice is thus widely employed in disciplines such as health, education, economics, sociology, anthropology, and geography. Up until now, however, it has been predominantly underpinned by participatory action research and other communitybased
participatory related methodologies. This article explores the possibility of blurring the boundaries between photovoice and narrative inquiry to create a narrative-photovoice
methodology for gender-based research. In this study, South African schoolgirls participate as coresearchers employing narrative-photovoice and reflect on the value and limitations of
this methodology for making meaning of gender (in)equity in their everyday lives. The main findings are categorized into the following themes: (a) superstition and suspicion: a
gatekeeper to gaining access, (b) embracing creativity, (c) moving beyond the abstract, (d) digital versus disposable camera, (e) and having fun while learning. In the conclusion, the
authors reflect on the participants’ experiences of doing narrative-photovoice and highlight particular considerations for using this methodology.
with sensitive topics such as gender-based violence, poverty and HIV/AIDS and other chronic illnesses. Photovoice is thus widely employed in disciplines such as health, education, economics, sociology, anthropology, and geography. Up until now, however, it has been predominantly underpinned by participatory action research and other communitybased
participatory related methodologies. This article explores the possibility of blurring the boundaries between photovoice and narrative inquiry to create a narrative-photovoice
methodology for gender-based research. In this study, South African schoolgirls participate as coresearchers employing narrative-photovoice and reflect on the value and limitations of
this methodology for making meaning of gender (in)equity in their everyday lives. The main findings are categorized into the following themes: (a) superstition and suspicion: a
gatekeeper to gaining access, (b) embracing creativity, (c) moving beyond the abstract, (d) digital versus disposable camera, (e) and having fun while learning. In the conclusion, the
authors reflect on the participants’ experiences of doing narrative-photovoice and highlight particular considerations for using this methodology.
Research Interests:
Heterosexuality is associated with normative, ‘normal’ or ‘natural’ social and sexual relations. Concomitantly, those who do not conform to heterosexual standards are ‘othered’. Conforming to normativity creates the “heterosexual... more
Heterosexuality is associated with normative, ‘normal’ or ‘natural’ social and sexual relations. Concomitantly, those
who do not conform to heterosexual standards are ‘othered’. Conforming to normativity creates the “heterosexual
imaginary” (Ingraham, 1996) and perpetuates heteronormativity. This article focuses on the dangers of institutionalised
heterosexuality, particularly the objectifying of non-normative sexual and gender diversities as anti-humanist.
Snowball sampling was used to select 39 fourth-year pre-service teachers from three public South African
universities, and focus group discussions revealed that the responses of many of these have heterosexist and
homophobic undertones. The three main themes that emerged are objectification of ‘the homosexual’, conflation of
‘the homosexual’ and accommodation of ‘the homosexual’. In response to these findings, objectification and
discursive discrimination highlight the way in which language reinforces a binary logic and further perpetuates
heteronormativity. Possible ways of addressing discursive discrimination are suggested.
who do not conform to heterosexual standards are ‘othered’. Conforming to normativity creates the “heterosexual
imaginary” (Ingraham, 1996) and perpetuates heteronormativity. This article focuses on the dangers of institutionalised
heterosexuality, particularly the objectifying of non-normative sexual and gender diversities as anti-humanist.
Snowball sampling was used to select 39 fourth-year pre-service teachers from three public South African
universities, and focus group discussions revealed that the responses of many of these have heterosexist and
homophobic undertones. The three main themes that emerged are objectification of ‘the homosexual’, conflation of
‘the homosexual’ and accommodation of ‘the homosexual’. In response to these findings, objectification and
discursive discrimination highlight the way in which language reinforces a binary logic and further perpetuates
heteronormativity. Possible ways of addressing discursive discrimination are suggested.
Research Interests:
Human trafficking is a form of modern day slavery and is often collectively referred to as a human rights violation. However, human trafficking is more complex than this suggests as this article attempts to demonstrate. It begins by... more
Human trafficking is a form of modern day slavery and is often collectively referred to as a human rights violation.
However, human trafficking is more complex than this suggests as this article attempts to demonstrate. It begins by describing the landscape of international trends in human trafficking, with particular attention to child trafficking. Next, national trends in South African legislation and education are outlined. It then describes a qualitative document research study that was conducted to explore the landscape of this phenomenon. The aim was to ascertain the extent to which human trafficking, child trafficking in particular, is addressed in the national curriculum. The document analysis included all of the compulsory subjects in Grades R to 12. By employing content analysis, the areas in the explicit curriculum where human trafficking is included could be identified. Based on the findings of this research, South Africa’s curriculum seems to be stuck in a traffick jam in the sense that it does not adequately explore the topic of human trafficking. As a result, children are not gaining an awareness and knowledge of the realities of this kind of trafficking. This article concludes with an appeal to curriculum scholars to embrace curriculum as a complicated conversation that expresses lived experiences and a desire for a profoundly transformative curriculum in the future, which can help to prevent the trafficking of our children. Such discourse would be a way of breaking the shackles that are binding our children and preventing them from embracing their vulnerability.
However, human trafficking is more complex than this suggests as this article attempts to demonstrate. It begins by describing the landscape of international trends in human trafficking, with particular attention to child trafficking. Next, national trends in South African legislation and education are outlined. It then describes a qualitative document research study that was conducted to explore the landscape of this phenomenon. The aim was to ascertain the extent to which human trafficking, child trafficking in particular, is addressed in the national curriculum. The document analysis included all of the compulsory subjects in Grades R to 12. By employing content analysis, the areas in the explicit curriculum where human trafficking is included could be identified. Based on the findings of this research, South Africa’s curriculum seems to be stuck in a traffick jam in the sense that it does not adequately explore the topic of human trafficking. As a result, children are not gaining an awareness and knowledge of the realities of this kind of trafficking. This article concludes with an appeal to curriculum scholars to embrace curriculum as a complicated conversation that expresses lived experiences and a desire for a profoundly transformative curriculum in the future, which can help to prevent the trafficking of our children. Such discourse would be a way of breaking the shackles that are binding our children and preventing them from embracing their vulnerability.
Research Interests:
Human rights play a vital role in citizens’ political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has been... more
Human rights play a vital role in citizens’ political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has been included in many school curricula. Human rights education aims to develop responsible citizens who inter alia foster an understanding of gender, ethnical, religious and cultural
diversities. This, it is hoped will encourage and maintain peace, as outlined in the 1948 Universal Declaration of Human Rights. Departing from a human rights position, a qualitative study commenced in 2009 to explore how girls and boys reason about the cultural and religious practices of girls in their communities and families. Narratives by girls and boys highlighted their views on girls’ positioning in their specific communities. From the findings it became
evident that the participants were aware of conforming to particular cultural and religious practices. However, some participants also challenged how they perceived these practices and the roles of girls in their communities. The article highlights the necessity of embarking on a gendered perspective towards human rights education.
diversities. This, it is hoped will encourage and maintain peace, as outlined in the 1948 Universal Declaration of Human Rights. Departing from a human rights position, a qualitative study commenced in 2009 to explore how girls and boys reason about the cultural and religious practices of girls in their communities and families. Narratives by girls and boys highlighted their views on girls’ positioning in their specific communities. From the findings it became
evident that the participants were aware of conforming to particular cultural and religious practices. However, some participants also challenged how they perceived these practices and the roles of girls in their communities. The article highlights the necessity of embarking on a gendered perspective towards human rights education.