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Addressing Barriers to Learning: A South African Perspective by Emmerentia Landsberg

By Emmerentia Landsberg

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Rapid change unleashes metabletic social forces associated with temporariness, changeability and decay (Engelbrecht 1998: 142–143). 1 INTRODUCTION A barrier is an obstacle or circumstance that keeps people or things apart; it prevents communication and bars access to advancement. Applied to the social scene in South Africa, it forces educators and education policy-makers to take cognisance of the changing social issues that impact on successful learning and teaching in the country. Social structures in South Africa underwent profound changes during the last two decades of the 20th century.

Goods are marketed to their own impoverished communities with little financial yield. The lack of affordable transport means that people can seldom travel to more lucrative areas to sell their goods (Development Update 1999: 2 Can you give any information on the success or failure of any one of the programmes, projects or grants that seek to reduce poverty and inequality in your community? 3 MORAL CONFUSION AND AN UNCERTAINTY ABOUT VALUES The brave new world of the 21st century is an era characterised by production-oriented materialism and accelerated technological advance.

Bronfenbrenner, U. J. 1994. Nature-nurture reconceptualized in developmental perspective: a biological model. Psychological Review, 101(4): 568–586. Bronfenbrenner, U. A. 1998. The ecology of developmental processes. M. ), Handbook of child psychology. Volume 1: Theoretical models of human development. New York: John Wiley & Sons, 993–1027. Burden, A. 1999. Education for all: an approach to accommodate diversity. Some introductory remarks. Educare, 28 (1&2): 10–24. L. M. 2001. Schools and families: creating essential connections for learning.

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