Understanding how we understand girls' voices on cultural and religious practices: toward a curriculum for justice

dc.creator	Petro du Preez
dc.creator	Shan Simmonds
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:26:27Z
dc.date.available	2015-08-12T11:26:27Z
dc.identifier	0256-0100
dc.identifier	2076-3433
dc.identifier	https://doaj.org/article/8676eaeaa84a49b8a657d4f68db8307f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30329
dc.description	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. Weimaginethat 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.
dc.language	English
dc.publisher	Education Association of South Africa (EASA)
dc.relation	http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002011000300005
dc.relation	https://doaj.org/toc/0256-0100
dc.relation	https://doaj.org/toc/2076-3433
dc.source	South African Journal of Education, Vol 31, Iss 3, Pp 322-332 (2011)
dc.subject	caring curriculum
dc.subject	critical discourse analysis
dc.subject	girls' narratives
dc.subject	justice
dc.subject	null curriculum
dc.subject	unconscious curriculum
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Understanding how we understand girls' voices on cultural and religious practices: toward a curriculum for justice
dc.type	article