Reading 2: Now what?
Combatting unjust systems, building
social responsibility
It is easy to feel powerless in the face of injustice and systems of exclusion. Often, it seems
that the problems of the world today are too big for us to solve. There are, however, many
ways that individuals can work towards a better society and world in their own lives, by
working to “brighten the corner where we are” (Rhodes University, 2015). A few questions
that we can ask ourselves include:
· What does the way I lead my life mean for the lives of others?
· What is my hope for the future and my vision of what I would like our world to
become?
· Are my actions consistent with the way I would like the world to be?
· What can we do together as a community, society, and as a world that will
promote our common good and our common wealth?
· How can I contribute in a meaningful way to creating a more just, peaceful,
ecologically sound world? (Berman, 1990: 76)
It is important to recognise our social and ecological interdependence (Berman, 1990: 76).
Many of the crises we have and are continuing to live through – nuclear threats, the
destruction of the environment, mass hunger and homelessness and global pandemics –
indicate the smallness of our planet and our connections with others all around the globe
(Berman, 1990: 76). We cannot exist in isolation from other people, but need to learn to live
and thrive in this interdependent world.
In this interdependent context, the idea of social responsibility becomes very important.
Social responsibility is a personal investment in one’s self and in the wellbeing of others and
the planet (Berman, 1990: 75). Becoming socially responsible involves developing a sense
of social consciousness or an awareness of the groups you operate in, and how people’s
actions and interactions influence these groups (Berman, 1990: 77). Becoming socially
responsible means using this consciousness to intervene to improve the group’s ability to live
and work together (Berman, 1990: 77). Individuals who embrace our interconnectedness and
social responsibility are well-equipped to begin to transform their own corners in which they
find themselves.
Community engagement: combining social responsibility and
transformational education
Nurturing social responsibility, and educating for uncertainty and resilience involves the
implementation of community engagement in schools. Community engagement is a two-
way process where schools and their partners in their community work in mutually beneficial
and sustainable partnerships (Shuib and Lie, 2016: 10). Community engagement is a
collaboration between education institutions and their larger communities for mutually
beneficial exchange of knowledge and resources in the context of partnership and
reciprocity (Shuib and Lie, 2016: 10). These initiatives are beneficial to both parties (more
on this in later sessions!)
In nurturing social responsibility, it is important for learners to be given the opportunity to
contribute to the improvement of the world around them, and this should be deeply
embedded in the curriculum (Berman, 1990: 78). Community engagement provides a space
for students to develop skills they can use in uncertain contexts, and allows learners to
experience themselves as part of a larger group of people working to create a better world
(Berman, 1990: 78). Here, we can also draw from the stories and lessons of those who have
been able to make a difference in their own communities – not only the “Mother Teresas and
Martin Luther Kings” but also ordinary people who do what they can to improve their own
neighbourhoods and communities (Berman, 1990: 78). These community members are so
valuable in any education, as they show the importance of participating in and creating
change in local contexts (Berman, 1990: 78).