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Findings indicate multiple shortcomings in implementation, and although some positive developments exist, learners remain broadly dissatisfied. The study recommends monitoring school activities to ensure full realization of the right and to advance social justice in schools.",{"@graph":14,"@context":76},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Justice Perspective  \n*  \nBy Lucia Munongi  \nThe Universal Declaration of Human Rights asserts that education is a fundamental human right for everyone. Education promotes equality, but this can only be possible in the absence of social injustices within school systems.  \nSocial justice in education entails challenging any inequalities that may exist in the education system. This study focused on examining South African township high school learners’ definition of their right to education and views on its implementation. Using a qualitative approach, 45 high school learners (26 female and 19 male) who were purposively sampled from two township public high schools participated in semi-structured, in-depth individual interviews. The study was grounded in the social constructivism paradigm and data were analysed thematically. The findings ofthis study showed several shortfalls in the implementation of the right to education in the two schools. Despite a few positive developments, learners generally felt dissatisfied with the implementation of their right to education. Based on these findings, this study recommends the need to monitor activities in public schools to ensure that the right to education is fully implemented, to promote social justice in schools.  \nKeywords: public school, right to education, social justice, the Constitution of South Africa, the Universal Declaration of Human Rights, township  \nIntroduction  \nSeveral scholars have alluded to the fact that education is a right through which one can achieve other fundamental rights (Lahiri, 2019; Thapliyal, Vally, & Spreen, 2013) and as such it has the power to promote social justice through improving the lives of the socially disadvantaged. Thus, every child should be accorded this right in practice. This means that the kind of education the children are given should be equal, of good quality, and should enable them to gain knowledge that improves their futures and allows them to compete and participate equally, fully and productively as citizens (Berger, 2003) . In South Africa, this right is enshrined in the Constitution of South Africa (hereafter the Constitution). This study aims to report findings on how township high school learners defined the right to education and their views on how this right was being implemented in their schools.  \nIn South Africa, efforts have been made to ensure the right to education in order to close the equality gap created by the apartheid regime. This has seen the new government introducing no-fee schools (Patrinos, 2000) to cater for poor Black communities where people cannot afford school fees, allocating finances to  \n*  \nLecturer, University of Johannesburg, South Africa.  \nformerly disadvantaged schools, providing stationery and introducing the National School Nutrition Programme in poorer public schools, to improve learners’ ability to learn (Arendse, 2011; Harber & Muthukrishna, 2000) . Corporal punishment, which degrades learners’ dignity, and racial discrimination in admission to formerly white-only schools were also banned (South African Schools Act, 1996;  \n4 to make sure that qualified teachers are available (Wolhuter, 2006). The curriculum has also been revised to remove aspects of segregation that gave Black people an inferior type of education and prepared them only for the labour force (Mestry, 2017) . These efforts can be regarded as positive measures towards the progressive achievement of the right to education. However, the provision of proper resources continues to be hindered by financial constraints (Independent Online, 2010), and in some cases, the policies remain only on paper.  \nRecent research on the right to education in South Africa has focused on legal aspects and legislation (Lafleur & Srivastava, 2019; Selvakumaran, Hee, & Yusoff, 2020). Only recently, studies that focus on COVID-19’s impact on the educati","cbCaif7wklHN4LzH","https://ap.wps.com/l/cbCaif7wklHN4LzH","pdf",247677,"English","# Introduction\n## Purpose of the study\n## Efforts to ensure the right to education in South Africa\n## Research gap and learner-centered perspective\n## Argument and rationale","[{\"question\":\"What does the study focus on regarding the right to education?\",\"answer\":\"It examines how township high school learners define the right to education and how they view its implementation in their schools.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a qualitative approach with 45 learners from two township public high schools, interviewed through semi-structured, in-depth sessions and analyzed thematically.\"},{\"question\":\"What did the findings reveal about implementation in the schools?\",\"answer\":\"Learners identified several shortfalls in implementing the right to education and, despite some positive developments, generally felt dissatisfied.\"},{\"question\":\"What recommendations does the study make?\",\"answer\":\"It recommends monitoring activities in public schools to ensure the right to education is fully implemented and to promote social justice within schools.\"}]","Townships’ High School Learners’ Views on the Implementation of the Right to Education - A Social Justice Perspective | PDF",1792076734]