The South African constitutional court and the rule of law: the Masethla judgment, a cause for concern?
- Authors: Krüger, Rósaan
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68930 , vital:29340 , http://ref.scielo.org/22p54n
- Description: Publisher version , The rule of law as a foundational constitutional value constrains the exercise of public power but the precise limits of the constraints it sets are not well defined. In Masethla v President of the Republic of South Africa, the majority of the Constitutional Court opted for an interpretation of this value that frees the President from adherence to the demands of procedural fairness when exercising certain constitutional powers. This note will investigate the soundness of that interpretation against the background of theoretical expositions of the rule of law and earlier Constitutional Court judgments.
- Full Text:
- Date Issued: 2010
- Authors: Krüger, Rósaan
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68930 , vital:29340 , http://ref.scielo.org/22p54n
- Description: Publisher version , The rule of law as a foundational constitutional value constrains the exercise of public power but the precise limits of the constraints it sets are not well defined. In Masethla v President of the Republic of South Africa, the majority of the Constitutional Court opted for an interpretation of this value that frees the President from adherence to the demands of procedural fairness when exercising certain constitutional powers. This note will investigate the soundness of that interpretation against the background of theoretical expositions of the rule of law and earlier Constitutional Court judgments.
- Full Text:
- Date Issued: 2010
Education for Sustainable Development and retention: unravelling a research agenda
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127192 , vital:35975 , https://10.1007/s11159-010-9165-9
- Description: This paper considers the question of what education for sustainable development (ESD) research might signify when linked to the concept of “retention”, and how this relation (ESD and retention) might be researched. It considers two different perspectives on retention, as revealed through educational research trajectories, drawing on existing research and case studies. Firstly, it discusses an ESD research agenda that documents retention by focusing on the issue of keeping children in schools. This research agenda is typical of the existing discourses surrounding Education for All (EFA). It then discusses a related ESD research agenda that focuses more on the pedagogical and curricular aspects of retention, as this provides for a deeper understanding of how ESD can contribute to improving the quality of teaching and learning within a wider EFA retention agenda.
- Full Text:
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127192 , vital:35975 , https://10.1007/s11159-010-9165-9
- Description: This paper considers the question of what education for sustainable development (ESD) research might signify when linked to the concept of “retention”, and how this relation (ESD and retention) might be researched. It considers two different perspectives on retention, as revealed through educational research trajectories, drawing on existing research and case studies. Firstly, it discusses an ESD research agenda that documents retention by focusing on the issue of keeping children in schools. This research agenda is typical of the existing discourses surrounding Education for All (EFA). It then discusses a related ESD research agenda that focuses more on the pedagogical and curricular aspects of retention, as this provides for a deeper understanding of how ESD can contribute to improving the quality of teaching and learning within a wider EFA retention agenda.
- Full Text:
- Date Issued: 2010
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