By Emmerentia Landsberg
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Extra info for Addressing Barriers to Learning: A South African Perspective
Naicker, S. & Engelbrecht, L. (Eds), Inclusive education in action in South Africa. Pretoria: Van Schaik, 45–68. Letseka, M. 2000. African philosophy and educational discourse. V. T. (Eds), African voices in education. Lansdowne: Juta, 179–193. K. & Gartner, A. 1997. Inclusion and school reform: transforming America’s classrooms. London: Paul H. Brookes. Lomofsky, L. & Lazarus, L. 2001. South Africa: first steps in the development of an inclusive education system. Cambridge Journal of Education, 31: 303–317.
The complex, rapidly changing, multifaceted structures of the South African society complicate positive character development, harmonious educational relationships and the provision of quality education for all. Children and youth do 27 B ADDRESSING SOCIO-ECONOMIC BARRIERS not easily find the stability that would enable them to assimilate a cultural tradition. The multiplicity of possibilities and the high demands with regard to knowledge and competence in the South African community with its unique social order present serious challenges to the education system.
The destruction of previously well-functioning infrastructures in many urban and semi-urban areas is an aggravating factor in the struggle to provide quality education and a healthy lifestyle for all inhabitants. The culture of non-payment of bonds, loans and municipal accounts, as well as the ever-increasing number of people in the cities are the most important reasons for this state of affairs. In rural areas infrastructures decline because of the depopulation of these areas. Unemployment and poverty are particularly high in the rural areas bordering farms, as agriculture has become increasingly mechanised over the last two decades.