Open AccessThe impact of the Vuwani protests on teaching and learning: Practical theological reflection
Author(s) -
Mookgo Solomon Kgatle
Publication year - 2018
Publication title -
stellenbosch theological journal
Language(s) - English
Resource type - Journals
eISSN - 2413-9467
pISSN - 2413-9459
DOI - 10.17570/stj.2018.v4n1.a12
Subject(s) - reflection (computer programming) , inclusion (mineral) , sociology , order (exchange) , pedagogy , mathematics education , theology , psychology , social science , philosophy , computer science , finance , economics , programming language
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.