The impact of the Vuwani protests on teaching and learning
Practical theological reflection
DOI:
https://doi.org/10.17570/stj.2018.v4n1.a12Keywords:
Vuwani, teaching and learning, municipal demarcation board, practical theology, Vhembe district, MalamuleleAbstract
This article is a practical theological reflection on the impact of the Vuwani protests on teaching and learning. The protests were mainly caused by the refusal of the Vuwani residents for their area's inclusion into the newly established local municipality in the Vhembe District. The protests had a huge impact on teaching and learning in the area because more than twenty schools were burnt because of the protests. Teaching and learning in schools were disrupted, as learners were unable to attend school for more than seventy schooling days. This article is a practical theological reflection on such an impact. In order to achieve this, the article first outlines the protests in full detail including the causes and nature of the protests. The article also studies the impact of the protests on teaching and learning. The main purpose of the article is a practical theological reflection on the impact of the Vuwani protests on teaching and learning.
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Mookgo Solomon Kgatle
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Please note that erroneous copyright information is given in the PDFs before Volume 9, 2023.
