Implications of a Learning Organisation for Social Justice in Poverty Stricken Communities: A Theoretical Perspective期刊界 All Journals 搜尽天下杂志传播学术成果专业期刊搜索期刊信息化学术搜索

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Implications of a Learning Organisation for Social Justice in Poverty Stricken Communities: A Theoretical Perspective

Authors:	Kholeka C Moloi

Institution:	1. Vaal University of Technology, South Africaconniem@vut.ac.zahttps://orcid.org/0000-0003-1913-1206

Abstract:	Abstract The term “social justice” cuts across disciplines and theoretical orientations. Critical theory underpinned the study reported on in this article. Many South African schools, particularly in poverty stricken communities, still experience insurmountable economic and social injustices despite progress since the apartheid regime. The injustices manifest in poverty, inequalities and unequal distribution of educational resources, impacting on the achievement gap. While social justice is a concern in the literature, South African literature has little on how to apply the concept of a learning organisation to reclaim a commitment to social justice. The article argues that schools perceived as learning organisations are sites of social and political struggle that can promote and encourage human rights to fundamental freedoms for all, without discrimination. This requires progressive teachers and critical thinking by students to transform dehumanising social milieus into communities of participation embodying the values of progress and human emancipation.

Keywords:	social justice learning organisation critical theory cultural representations dehumanising structures