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ERIC Number: EJ1105641
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1476-7724
EISSN: N/A
Educational Change in Post-Conflict Contexts: Reflections on the South African Experience 20 Years Later
Christie, Pam
Globalisation, Societies and Education, v14 n3 p434-446 2016
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A