SciELO - Scientific Electronic Library Online

 
vol.30 número1Revisiting Jürgen Habermas's notion of communicative action and its relevance for South African school governance: can it succeed?Evaluation of the effectiveness of the 360-credit National Professional Diploma in Education (NPDE) programme índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

    Links relacionados

    • En proceso de indezaciónCitado por Google
    • En proceso de indezaciónSimilares en Google

    Compartir


    South African Journal of Education

    versión On-line ISSN 2076-3433
    versión impresa ISSN 0256-0100

    Resumen

    DU PREEZ, Petro  y  ROUX, Cornelia. Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schools. S. Afr. j. educ. [online]. 2010, vol.30, n.1, pp.13-26. ISSN 2076-3433.

    Discussions on discipline in education often accentuate corporal punishment or measures to infuse moral fibre. In addition, many authors argue that inculcating a particular value system can promote discipline in schools. This could however be profoundly problematic in the light of the Constitution. We argue that positive discipline in multicultural school environments needs to be based in part on human rights values that are neither solely universally interpreted nor particularistically interpreted. We report on the data generated at a research workshop held as the final dissemination process of a four-year international research project entitled "Understanding human rights through different belief systems: intercultural and interreligious dialogue". Dialogue was chosen as a form of data gathering since it is more spontaneous than conventional questioning techniques and can thus generate more naturally occurring data to strengthen the outcomes of the project. It appears that some teachers believe discipline can only be maintained through the elevation of cultural values (particularism). We argue that schools should start negotiating, at the most basic level, the values, including emancipatory, human rights values, and cultural values, which could underpin positive discipline in multicultural schools. Drawing solely on cultural values is not only unlikely to solve the problem of discipline, but could also undermine the efforts to transform our diverse, democratic society.

    Palabras clave : cultural values; human rights values; multicultural schools; positive discipline.

            · texto en Inglés     · Inglés ( pdf )