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Perpetuating Social Injustice Through Neglecting the Voices of the Non-Unionized Teachers: An Analysis From the Rawlsian Perspective

Perpetuating Social Injustice Through Neglecting the Voices of the Non-Unionized Teachers: An Analysis From the Rawlsian Perspective

Shuti Steph Khumalo
Copyright: © 2019 |Pages: 16
ISBN13: 9781522591085|ISBN10: 1522591087|ISBN13 Softcover: 9781522591092|EISBN13: 9781522591108
DOI: 10.4018/978-1-5225-9108-5.ch015
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MLA

Khumalo, Shuti Steph. "Perpetuating Social Injustice Through Neglecting the Voices of the Non-Unionized Teachers: An Analysis From the Rawlsian Perspective." Handbook of Research on Social Inequality and Education, edited by Sherrie Wisdom, et al., IGI Global, 2019, pp. 273-288. https://doi.org/10.4018/978-1-5225-9108-5.ch015

APA

Khumalo, S. S. (2019). Perpetuating Social Injustice Through Neglecting the Voices of the Non-Unionized Teachers: An Analysis From the Rawlsian Perspective. In S. Wisdom, L. Leavitt, & C. Bice (Eds.), Handbook of Research on Social Inequality and Education (pp. 273-288). IGI Global. https://doi.org/10.4018/978-1-5225-9108-5.ch015

Chicago

Khumalo, Shuti Steph. "Perpetuating Social Injustice Through Neglecting the Voices of the Non-Unionized Teachers: An Analysis From the Rawlsian Perspective." In Handbook of Research on Social Inequality and Education, edited by Sherrie Wisdom, Lynda Leavitt, and Cynthia Bice, 273-288. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9108-5.ch015

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Abstract

The democratic dispensation elevated teacher trade unionism to unparalleled and unprecedented levels in the South African education system. The education laws of South Africa recognize teacher unions which meet the South African labor-related requirements. The three powerful teacher unions that recognize and represent thousands of teachers are the South African Democratic Teachers Union (SADTU), the National Professional Teachers' Organisation of South Africa (NAPTOSA), and the Suid Afrikaanse Onderwysersunie (SAOU). These recognized teacher unions represent their members in decision making processes and not teachers who are non-union members. This chapter is based on an in-depth evaluation of extant literature, and further, it is interpretive in approach and employs social justice as the theoretical and conceptual framework.

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