Using Eurocentric and Afro Centric Lenses to Examine, Explain and Understand the South Africans’ Attitudes towards “Diversity and Foreignness” of Immigrants Residing in South Africa

Kang’ethe, S.M.; Duma, V.

doi:10.1080/09718923.2014.11893349

Cited by 2 publications

References 9 publications

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European values: a comparative culture analysis

Krasnova,

Grinavica

2024

Economic and Regional Studies / Studia Ekonomiczne I Regionalne

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Subject and purpose of work This study investigates the contradictions within European values and the challenges to social inclusivity, advocating for a broader perspective that recognises diverse historical and cultural contexts. It critiques Eurocentrism and explores alternative views such as Islam, Afrocentrism, and Ubuntu, proposing a more inclusive framework for global human rights and values, as well as research on social-economic development. Material and methods The paper uses legal, historical and political methods to analyse the European Union’s foundational in the context of rising intolerance and debates on immigration and LGBT rights, drawing on theoretical insights to highlight the significance of non-Western perspectives. Main sources are historic records and monographs by other authors. Results The authors identify the complexities within European values, emphasising the need for a more inclusive understanding that transcends Eurocentric narratives in the dimensions of social and economic development. Conclusions Advocating for an expanded dialogue on human rights, this study suggests incorporating diverse cultural philosophies to enhance Europe’s approach to inclusivity and unity.

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European values: a comparative culture analysis

Krasnova,

Grinavica

2024

Economic and Regional Studies / Studia Ekonomiczne I Regionalne

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Investigating School-Based Support Teams' Roles in Supporting Children With Cerebral Palsy During the National Lockdown

Thuketana

2021

Advances in Educational Marketing, Administration, and Leadership

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The demand for mainstream South African schools to adopt inclusive education research recommendations is rising exponentially. The COVID-19 pandemic effects compound curriculum access difficulties for children with cerebral palsy. In addition, the COVID-19 virus emergence exposed longstanding home-schooling endangerments. As part of a larger study, this chapter is a sequel to a qualitative, descriptive multiple case study interviewing 15 teachers from three schools, three coordinators of the school-based support teams, and the district-based support team coordinators in Limpopo Province. The study drew from Bronfenbrenner's ecological systems, Piaget's cognitive development, and Vygotsky's sociocultural theories to investigate stakeholders' understanding of inclusive education. During the lockdown period, follow-up online interviews with the school-based support team (SBST) identified a continuous fragmentation of IE stakeholders' responsibilities. They recommended a community of practice (CoP) approach that advocated expediting the implementation of recommendations.

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Using Eurocentric and Afro Centric Lenses to Examine, Explain and Understand the South Africans’ Attitudes towards “Diversity and Foreignness” of Immigrants Residing in South Africa

Cited by 2 publications

References 9 publications

European values: a comparative culture analysis

European values: a comparative culture analysis

Investigating School-Based Support Teams' Roles in Supporting Children With Cerebral Palsy During the National Lockdown

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