HED4804 Assignment 1 (ANSWERS) 2025 - DISTINCTION GUARANTEED

Well-structured HED4804 Assignment 1 (ANSWERS) 2025 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!).. General guidelines • The response must be in a glossary and synopsis format that consist between 1000 and 1200 words. The word count is a guideline and not an exact prescription. Please use 1.5 spacing and Arial, Calibri or Times New Roman font with a size of 11 or 12. • It is compulsory to use and reference the prescribed resources (that is, the resources in the module Units). You are also encouraged to use other sources which must also be referenced. • The requirement of authenticity is important in the light of ease with which work could be copied and paraphrased, and in the light of the use of AI. Engagement with and referencing of resources. 2 • Your own formulations that reflect an own understanding. Do not use concepts without explaining their meaning or overly complex sentences. • Please follow the Harvard referencing conventions as presented in the referencing documentation available under Moodle < Module resources. Assignment Task 1 Develop a glossary of any 5 key terms in philosophy of education in which you critically engage with and give an in-depth analysis of these terms. Your glossary compilation will have to also engage in a thoughtful exploration of the nuanced meanings and implications associated with each term you have identified, and it also must relate the relevance of the concepts/key ideas to education in (South) Africa. Structure/Guidelines: • Select at least five terms for analysis. For each term, explore its historical context, philosophical origins, and primary proponents. Choose from the following list of words: decolonialisation pluriversity hermeneutics emancipation epistemologies social justice neoliberalism hegemony knowledge identities Ubuntu equality Africanisation Modernity epistemic violence ontology 3 • See a list of texts/resources in addition to those in your learning units for further reference. ▪ Davids, N. (2018). On the problematique of decolonisation as a post-colonial endeavour. Educational Philosophy and Theory, 50(14), 1434. doi:10.1080/.2018.1462518. ▪ Ndofirepi, A. P. (2017). African universities on a global ranking scale: Legitimation of knowledge hierarchies? South African Journal of Higher Education, 31(1), 155-174. ▪ Apple, M. W. (2000). Between neoliberalism and neoconservatism: Education and conservatism in a global context. In N. C. Burbules & C. A. Torres (Eds.), Globalization and Education: Critical Perspectives (pp. 57-78). Routledge. ▪ Sium, A., Desai, C., & Ritskes, E. (2012). Towards the ‘tangible unknown’: Decolonization and the indigenous future. Decolonization: Indigeneity, Education & Society, 1(1), 1-13. ▪ Waghid, Y., Waghid, F., & Waghid, Z. (2018). Rupturing African philosophy on teaching and learning: Ubuntu justice and education. Palgrave-MacMillan. ▪ Pendlebury, S., & Enslin, P. (2004). Social justice and inclusion in education and politics: The South African case. Journal of Education, 34(1), 31‒50. • Examine how these terms have evolved over time and its relevance to contemporary educational debates. • Discuss any controversies, debates, or differing interpretations associated with the term. • Reflect on the collective insights gained from constructing the glossary and analysing the specific terms you have identified. • Support and cite your analysis with relevant references to scholarly articles, textbooks, or primary philosophical texts.