HED4804
ASSIGNMENT 4 2025
UNIQUE NO.
DUE DATE: 4 AUGUST 2025
, Title: A Critical Examination of Self, Agency, and Ethics in the Educational
Context
Introduction
Education is more than the transmission of knowledge; it is a transformative process
where identities are constructed, agency is exercised, and ethical values are negotiated.
In the 21st-century educational context, particularly within diverse and evolving
societies, the interplay between the self, agency, and ethics plays a crucial role in
shaping educational outcomes. This essay critically examines these interrelated
concepts, illustrating their influence on learners and educators through theoretical
perspectives and practical examples.
The Concept of Self in Education
The concept of the self in education refers to the way individuals perceive and construct
their identities within learning environments. It is shaped by social, cultural, and
institutional influences. According to Mead (1934), the self develops through interaction
with others, implying that the classroom is a critical site for identity formation.
Constructivist approaches to education, such as those proposed by Vygotsky (1978),
emphasize the learner’s active role in constructing knowledge based on prior
experiences. This supports a recognition of diverse identities in the learning process. In
South Africa, for example, acknowledging the multilingual and multicultural backgrounds
of learners aligns with inclusive pedagogical strategies promoted in the Curriculum and
Assessment Policy Statement (CAPS) (Department of Basic Education [DBE], 2011).
However, when educational systems prioritise standardised assessments and rigid
curricula, they risk suppressing learner individuality. Educators, too, may experience
ASSIGNMENT 4 2025
UNIQUE NO.
DUE DATE: 4 AUGUST 2025
, Title: A Critical Examination of Self, Agency, and Ethics in the Educational
Context
Introduction
Education is more than the transmission of knowledge; it is a transformative process
where identities are constructed, agency is exercised, and ethical values are negotiated.
In the 21st-century educational context, particularly within diverse and evolving
societies, the interplay between the self, agency, and ethics plays a crucial role in
shaping educational outcomes. This essay critically examines these interrelated
concepts, illustrating their influence on learners and educators through theoretical
perspectives and practical examples.
The Concept of Self in Education
The concept of the self in education refers to the way individuals perceive and construct
their identities within learning environments. It is shaped by social, cultural, and
institutional influences. According to Mead (1934), the self develops through interaction
with others, implying that the classroom is a critical site for identity formation.
Constructivist approaches to education, such as those proposed by Vygotsky (1978),
emphasize the learner’s active role in constructing knowledge based on prior
experiences. This supports a recognition of diverse identities in the learning process. In
South Africa, for example, acknowledging the multilingual and multicultural backgrounds
of learners aligns with inclusive pedagogical strategies promoted in the Curriculum and
Assessment Policy Statement (CAPS) (Department of Basic Education [DBE], 2011).
However, when educational systems prioritise standardised assessments and rigid
curricula, they risk suppressing learner individuality. Educators, too, may experience
