Cognitive Justice and the Effective Use of the Principles of Good Teaching at Grade 10 Accounting

Abstract

This paper analyses the effective use of the principles of good teaching as they are operationalized toward the creation of spaces for cognitive justice in the processes of teaching and learning Grade 10 Accounting. The envisaged spaces enable all forms of knowledges to co-exist and to complement another, in an enabling dialogue among these knowledges. Critical Accounting Research (CAR) is the lens couching the paper since it perceives the co-existence of knowledge as a way to contribute to a more sustainable, equitable and democratic world, and by extension, becoming beneficial to all. Participatory Action Research method operationalises CAR, where dialogues and discussions with the co-researching groups are conducted in order to formulate and operationalise this effective use of the principles of good teaching. Critical Discourse Analysis makes sense of the results as it allows for the use of text by participants to reveal the meaning at the deeper levels of discursive practice and the social structure.