Abstract
This paper explores student-teachers' understanding of the right to freedom of expression in education. Analyses of case law and legal principles affirm that the right to freedom of expression is an essential prerequisite to protect and promote democracy. Based on qualitative research, the empirical evidence indicates that although student-teachers are aware of the fact that the right to freedom of expression is not absolute and may be limited, they have a superficial knowledge of the application of this right. Student-teachers have a sense of the importance of the right to freedom of expression in a democracy, but they have not yet internalised the mechanism or process of balancing the right in praxis. This does not bode well as the school system will fail to be a market place of ideas. In order to enable learners to reach their full potential as critical thinkers and autonomous citizens in a developing democracy, it is imperative that teachers should understand and master the application of the right to freedom of expression in schools.
Highlights
The right to freedom of expression, viewed as a pillar of democracy, is clearly addressed in Article 19 of the International Covenant on Civil and Political Rights (ICCPR) of 1976.1 The freedom of expression, opinion and information is protected in Article 19 of the Universal Declaration of Human Rights (UDHR) of 19482 – which is a clear indication that freedom of expression is viewed internationally as a fundamental right and a prerequisite in any democracy
20 years after the institution of a democratic dispensation in South African schools, the aim of this article is to attempt to establish whether this core right is better understood and implemented
When South Africa's young democracy brought an end to years of systematic discrimination and oppression,[12] the expectation was that education would play a major role in the process of moving the country towards a culture of human rights
Summary
The right to freedom of expression, viewed as a pillar of democracy, is clearly addressed in Article 19 of the International Covenant on Civil and Political Rights (ICCPR) of 1976.1 The freedom of expression, opinion and information is protected in Article 19 of the Universal Declaration of Human Rights (UDHR) of 19482 – which is a clear indication that freedom of expression is viewed internationally as a fundamental right and a prerequisite in any democracy. According to Van Vollenhoven's findings, learners have a very poor understanding of the right to freedom of expression – let alone the educational implications thereof.[8] It seems that school authorities with their authoritarian leadership styles – a direct consequence of the power such a position previously yielded – are still violating the right to freedom of expression Given this situation and the desire to instil the right to freedom of expression and, in so doing, to develop the principles of democratisation, the question is raised as to how a balance can be struck between this right and lived educational practice. 20 years after the institution of a democratic dispensation in South African schools, the aim of this article is to attempt to establish whether this core right is better understood and implemented
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