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Redress and reconciliation in South African education : The case for a rights-based approach
| Content Provider | Semantic Scholar |
|---|---|
| Author | Horsthemke, Kai |
| Copyright Year | 2005 |
| Abstract | The Bantu Education Act has been descriptionbed by Archbishop Desmond Tutu as i?½the most evil of all pieces of apartheid legislationi?½. Following a recent call for a Truth and Reconciliation Commission (TRC) for education in South Africa, numerous questions arise not only about the possibility but also about the plausibility, content and aims of such a commissioned investigation. This paper examines the epistemological, ethical and political ramifications of this approach. It argues that, given a certain ambiguity in the meaning of the term and given certain problems in the TRC process, the possibility and plausibility of such redress depend to some extent on a suitable i?½running partneri?½ for the idea and the process of reconciliation. After discussing and dismissing several such i?½partneri?½ ideas and principles, like ubuntu or botho, communalism and the common good, this paper examines and defends a rights-based approach that establishes rights as the backbone of redress and reconciliation as its heart. |
| Starting Page | 169 |
| Ending Page | 188 |
| Page Count | 20 |
| File Format | PDF HTM / HTML |
| Volume Number | 37 |
| Alternate Webpage(s) | http://edoc.ku-eichstaett.de/20539/1/redress_reconciliation_&_rights.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
