Original Research

Realising a socially sustainable South African society through cooperative learning

K LG Teise
The Journal for Transdisciplinary Research in Southern Africa | Vol 9, No 3 | a195 | DOI: https://doi.org/10.4102/td.v9i3.195 | © 2013 K LG Teise | This work is licensed under CC Attribution 4.0
Submitted: 08 March 2016 | Published: 30 December 2013

About the author(s)

K LG Teise, University of the Free State, Bloemfontein, South Africa

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Education conceptualised in terms of the broader project of socially sustainable development (SSD) makes cooperative learning (CL) valuable in realising the former. Cooperative learning emphasises cooperation as integral to learner success, and because of this CL strategies have been found to be successful in fostering positive intergroup attitudes in classrooms, multicultural and otherwise. Social sustainable development concerns those aspects of human life and human relations which are necessary for the survival of society. Apart from it being particularly instrumental in improving learners’ academic performance, CL is equally valuable in promoting positive social relations amongst group members. Such relations are important for achieving social sustainable development. Therefore, CL could particularly be valuable to develop in learners, and the broader society, the social dispositions required for a socially sustainable South African society. My argument centres on the potential of CL as a practical strategy towards the development of a social sustainable South African society. In an attempt to demonstrate that CL holds the potential to contribute towards a social sustainable South African society, I’ll be focusing on the core tenets of SSD. These tenets are explored in relation to the principles and social outcomes of CL in order to establish the extent the latter could be instrumental in promoting SSD.


Socially Sustainable Development; co-operative learning; South African education; learning


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