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- W266847116 abstract "The National Curriculum Statement (2002), in line with the South African Constitution (1996), views human rights, inclusivity and social justice as priorities in all learning areas of the curriculum. However, a document such as the Manifesto on Values, Education and Democracy (2001) illustrates the complexities of addressing this in practice. One of the reasons is that there are misconceptions about how the concept of 'human rights' should be interpreted in the educational realm. This study sets out to explore how primary school learners understand human rights teaching-and learning (from a moral and value stance) and what factors influence this. The intention is to rethink and redefine human rights teaching-and-Iearning from a learner's perspective as well as to investigate the notion that regards human rights as 'misunderstood'. This research offers a new perspective on human rights in that it focuses on primary school learners. Therefore this study will provide another lens through which to consider human rights teaching-and-Iearning in classroom practice. A literature study and empirical research have been undertaken to investigate how learners understand human rights teaching-and-Iearning. The literature study explores ontological, epistemological and methodological perspectives of human rights teaching-and-Iearning. Qualitative observation, written narratives and focus-group interviews formed the bases of this empirical research. Ongoing triangulation is used to ensure that the research findings are valid and" @default.
- W266847116 created "2016-06-24" @default.
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- W266847116 date "2010-01-01" @default.
- W266847116 modified "2023-09-23" @default.
- W266847116 title "Primary school learners' understanding of human rights teaching–and–learning in classroom practice" @default.
- W266847116 hasPublicationYear "2010" @default.
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