Exploring Western and non-Western epistemological influences in South Africa: theorising a critical democratic citizenship education

Kubow, Patricia K.

doi:10.1080/03057925.2017.1305881

Cited by 12 publications

(12 citation statements)

References 16 publications

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“…In addition, different cultural norms may impact the activities available to children. For example, within Indian culture, a person's position is strongly determined by their caste, and the activities families may access are determined by this social structure [36][37][38]. In South Africa, on the other hand, the provision of activities is more likely to be linked to an educational or economic opportunity.…”

Section: Discussionmentioning

confidence: 99%

“…Culture is reported to shape the day-to-day activities that are most important to families and communities [33][34][35]. Both India and South Africa tend towards a collectivist culture in which the individual is an integral component of the community, while high-income countries tend towards a more individualistic culture in which the individual remains conceptually separate from the community [35][36][37][38]. Although India and South Africa are considered collectivist cultures, one of the differences between the two cultures is the presence of the class system that is socially maintained in India.…”

Section: Introductionmentioning

confidence: 99%

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The Participation of Children with Intellectual Disabilities: Including the Voices of Children and Their Caregivers in India and South Africa

Dada

Bastable

Schlebusch

et al. 2020

IJERPH

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There is a shortage of research on the participation of children with intellectual disabilities from middle-income countries. Also, most child assessments measure either the child’s or the caregiver’s perceptions of participation. Participation, however, is an amalgamation of both perspectives, as caregivers play a significant role in both accessing and facilitating opportunities for children’s participation. This paper reports on both perceptions—those of children with intellectual disabilities and those of their caregiver, in India and South Africa. A quantitative group comparison was conducted using the Children’s Assessment of Participation and Enjoyment (CAPE) that was translated into Bengali and four South African languages. One hundred child–caregiver dyads from India and 123 pairs from South Africa participated in the study. The results revealed interesting similarities and differences in participation patterns, both between countries and between children and their caregivers. Differences between countries were mostly related to the intensity of participation, with whom, and where participation occurred. Caregiver and child reports differed significantly regarding participation and the enjoyment of activities. This study emphasises the need for consideration of cultural differences when examining participation and suggests that a combined caregiver-and-child-reported approach may provide the broadest perspective on children’s participation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Participation of Children with Intellectual Disabilities: Including the Voices of Children and Their Caregivers in India and South Africa

Dada

Bastable

Schlebusch

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…Political and ideological contexts play an important role in defining the place of global education in national or local curricula. In southern Africa, GCE has the potential to become a critical component of the value-based democratic citizenship education that emerged from political and cultural exclusion and is grounded in part in local and regional philosophies and indigenous knowledge (Kubow, 2019;Quaynor, 2019;Waghid, 2018). Curricula in East Asian countries follow what Lo and Kingman-Chong (2015) have called 'globally-oriented nationalism/localism ' (p. 157) in trying to preserve a fragile balance between the aspiration to become leaders on the global stage and adherence to deeply rooted national traditions (Alviar-Martin & Baildon, 2016;Kennedy & Fairbrother, 2004).…”

Section: Human Rights and Global Citizenship In Social Studies Standamentioning

confidence: 99%

Human rights and global citizenship in social studies standards in the United States.

Rapoport

2021

HRER

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There is a synergetic complementary relationship between human rights education (HRE) and global citizenship education (GCE). Historically, however, HRE began to develop earlier than GCE. The purpose of this study is to investigate whether and to what degree a human rights narrative in the social studies standards of individual US states facilitates the introduction of the concept of global citizenship, and whether social studies standards connect human rights and global citizenship, contextually or thematically. The analysis demonstrates that despite an increased visibility of both concepts, state standards still fall short of demonstrating a clear connection between human rights and global citizenship or utilising a human rights discourse and paradigm to advocate for a broader exposure and acceptance of global citizenship

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“…In addition, the studies in the Anaby et al review [20] were mostly from English-speaking countries embracing Eurocentric/western philosophies such as the U.S., the U.K., Canada, Australia and Europe [20], which see the individual as being independent from their community. This is in contrast to Afro-/Asia-centric philosophies that are founded on collectivism or see the self as inseparable from the community [27][28][29]. Differences in life philosophies may affect perceptions of self and disability, perceptions or availability of support, communication, and hence participation in these settings [27][28][29].…”

Section: Introductionmentioning

confidence: 95%

“…This is in contrast to Afro-/Asia-centric philosophies that are founded on collectivism or see the self as inseparable from the community [27][28][29]. Differences in life philosophies may affect perceptions of self and disability, perceptions or availability of support, communication, and hence participation in these settings [27][28][29].…”

Section: Introductionmentioning

confidence: 95%

The Role of Social Support in Participation Perspectives of Caregivers of Children with Intellectual Disabilities in India and South Africa

Dada

Bastable

Halder

2020

IJERPH

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Caregivers are an intrinsic component of the environment of children with intellectual disabilities. However, caregivers’ capacity to support children’s participation may be linked to the social support that they, as caregivers, receive. Social support may increase participation, educational, psychological, medical and financial opportunities. However, there is a lack of information on social support in middle-income countries. The current study described and compared the social support of caregivers of children with intellectual disabilities by using the Family Support Survey (FSS) in India and South Africa. The different types of social support were subsequently considered in relation to participation, using the Children’s Assessment of Participation and Enjoyment (CAPE). One hundred caregiver–child dyads from India and 123 from South Africa participated in this study. The data were analysed using non-parametric measures. Indian caregivers reported greater availability of more helpful support than did the South African caregivers. Social support was associated with children’s participation diversity (India) and intensity (South Africa). The child-/caregiver-reported participation data showed different associations with participation. Results from this study suggest that perceived social support of caregivers differs between countries and is associated with their child’s participation. These factors need to be considered when generalising results from different countries.

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Exploring Western and non-Western epistemological influences in South Africa: theorising a critical democratic citizenship education

Cited by 12 publications

References 16 publications

The Participation of Children with Intellectual Disabilities: Including the Voices of Children and Their Caregivers in India and South Africa

The Participation of Children with Intellectual Disabilities: Including the Voices of Children and Their Caregivers in India and South Africa

Human rights and global citizenship in social studies standards in the United States.

The Role of Social Support in Participation Perspectives of Caregivers of Children with Intellectual Disabilities in India and South Africa

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