Cultivating socially responsible and ethical chartered accountant business leaders: A citizenship pedagogical framework grounded in the local and the global

References

1. Bosio, E.. ( 2021;), ‘ Global human resources or critical global citizens? An inquiry into the perspectives of Japanese university educators on global citizenship education. ’, Prospects, https://doi.org/10.1007/s11125-021-09566-6.
   [Google Scholar]
2. Byker, E. J.. ( 2016;), ‘ Developing global citizenship consciousness: Case studies of critical cosmopolitan theory. ’, Journal of Research in Curriculum and Instruction, 20:3, pp. 264–75.
   [Google Scholar]
3. Deloitte ( 2018;), ‘ The report of the audit committee: Analysing the trends in South Africa. ’, Deloitte, 28 April, https://www2.deloitte.com/content/dam/Deloitte/za/Documents/governance-risk-compliance/The_Report_of_the_Audit_Committee.pdf. Accessed 10 February 2022.
   [Google Scholar]
4. Fataar, A.. ( 2018;), ‘ Placing students at the centre of the decolonizing education imperative: Engaging the (mis)recognition struggles of students at the post-apartheid university. ’, Educational Studies, 54:6, pp. 595–608.
   [Google Scholar]
5. Fothergil, A.,, Hughes, J., and Scoley, K.. ( 2020), David Attenborough: A Life on Our Planet, USA:: Netflix;.
   [Google Scholar]
6. Franch, S.. ( 2020;), ‘ Global citizenship education: A new “moral pedagogy” for the 21. st century?. ’, European Educational Research Journal, 19:6, pp. 506–24.
   [Google Scholar]
7. Freire, P.. ( 1996), Pedagogy of the Oppressed, , 2nd ed.., London:: Penguin Education;.
   [Google Scholar]
8. IODSA (Institute of Directors of Southern Africa) ( 2016), King IV Report on Good Governance for South Africa, Sandton:: IODSA;, https://cdn.ymaws.com/www.iodsa.co.za/resource/collection/684B68A7-B768-465C-8214-E3A007F15A5A/IoDSA_King_IV_Report_-_WebVersion.pdf. Accessed 10 February 2022.
   [Google Scholar]
9. Keevy, M.. ( 2020;), ‘ Core subjects in accounting academic programmes: Development of pervasive skills. ’, South African Journal of Accounting Research, 34:2, pp. 140–60.
   [Google Scholar]
10. Leibbrandt, M.,, Woolard, I., and Woolard, C.. ( 2007;), ‘ Poverty and inequality dynamics in South Africa: Post-apartheid developments in the light of the long-run legacy. ’, IPC- DRCLAS Workshop, Brasilia:, 11–13 January, https://ipcig.org/conference/ems/papers/ENG/Leibbrandt_Woolard_Woolard_ENG.pdf. Accessed 17 February 2022.
    [Google Scholar]
11. Magome, M., and Meldrum, A.. ( 2021;), ‘ South Africa’s Ramaphosa says corruption has damaged country. ’, AP News, 28 April, https://apnews.com/article/africa-south-africa-business-government-and-politics-e806adebeaef73acd6326316eb0f72af. Accessed 16 February 2022.
    [Google Scholar]
12. Masiya, T.,, Davids, Y. D., and Mangai, M. S.. ( 2019;), ‘ Assessing service delivery: Public perception of municipal service delivery in South Africa. ’, Theoretical and Emperical Researches in Urban Management, 14:2, pp. 20–40.
    [Google Scholar]
13. Meyers, S. A.. ( 2008;), ‘ Using transformative pedagogy when teaching online. ’, College Teaching, 56:4, pp. 219–24.
    [Google Scholar]
14. Papastephanou, M.. ( 2019;), ‘ Inclusion in education and in public debates on education: Beijing. ’, International Review of Education, 1, pp. 303–23.
    [Google Scholar]
15. Rancière, J.. ( 1991), The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation, Stanford, CA:: Stanford University Press;.
    [Google Scholar]
16. Rexhepi, J., and Torres, C. A.. ( 2011;), ‘ Reimaging critical theory. ’, British Journal of Sociology of Education, 32:5, pp. 679–98.
    [Google Scholar]
17. SAICA (South African Institute of Chartered Accountants) ( 2021;), ‘ CA2025: Overview. ’, SAICA:, https://ca2025.co.za/ca2025/. Accessed 15 February 2022.
    [Google Scholar]
18. Swanson, D. M.. ( 2015;), ‘ Ubuntu, indigeneity, and an ethic for decolonizing global citizenship. ’, in A. A. Abdi,, L. Shultz, and T. Pillay. (eds), Decolonizing Global Citizenship Education, Rotterdam:: Sense Publishers;, pp. 27–38.
    [Google Scholar]
19. Swanson, D. M., and Gamal, M.. ( 2021;), ‘ Global citizenship education/learning for sustainability: Tensions, “flaws” and critical moments of possibility and radical hope in educating for alternative futures. ’, Globalisation, Societies and Education, 19:4, pp. 456–69.
    [Google Scholar]
20. Takyi-Amoako, E. J., and Assié-Lumumba, N. T.. ( 2018;), ‘ Introduction: Re-visioning education in Africa: Ubuntu-inspired education for humanity. ’, in E. J. Takyi-Amoako, and N. T. Assié-Lumumba. (eds), Re-Visioning Education in Africa: Ubuntu-Inspired Education for Humanity, London:: Palgrave Macmillan;, pp. 1–18.
    [Google Scholar]
21. Terblanche, J.. ( 2019;), ‘ Cultivating socially just responsible citizens in relation to university accounting education in South Africa. ’, unpublished Ph.D. thesis, Stellenbosch:: Stellenbosch University.
    [Google Scholar]
22. Terblanche, J., and van der Walt, C.. ( 2019;), ‘ Leaning into discomfort: Engaging film as a reflective surface to encourage deliberative encounters. ’, in C. H. Manthalu, and Y. Waghid. (eds), Education for Decoloniality and Decolonisation in Africa, Cham:: Palgrave Macmillan;, pp. 203–24.
    [Google Scholar]
23. Terblanche, J., and Waghid, Y.. ( 2020a;), ‘ The chartered accountant profession in South Africa: In dire need of decoloniality and ubuntu principles. ’, Citizen Teaching & Learning, 15:2, pp. 221–38.
    [Google Scholar]
24. Terblanche, J., and Waghid, Y.. ( 2020b;), ‘ A Foucauldian analysis of the CA profession in South Africa: Implications for society. ’, South African Journal of Higher Education, 34:1, https://doi.org/10.20853/34-1-3893.
    [Google Scholar]
25. Terblanche, J., and Waghid, Y.. ( 2021;), ‘ Chartered accountancy and resistance in South Africa. ’, South African Journal of Higher Education, 35:3, pp. 239–53.
    [Google Scholar]
26. Torres, C. A.. ( 2017), Theoretical and Empirical Foundations of Critical Global Citizenship Education, New York:: Routledge;.
    [Google Scholar]
27. UNESCO (United Nations Educational, Scientific and Cultural Organization) ( 2016;), ‘ The ABCs of global citizenship education. ’, United Nations:, https://www.gcedclearinghouse.org/resources/ancs-global-citizenship-education. Accessed 16 February 2022.
    [Google Scholar]
28. van der Merwe, N.,, McChlery, S., and Visser, S. S.. ( 2014;), ‘ Balancing academic and professional pedagogies: A comparative study of two accounting departments in South Africa and the UK. ’, Teaching in Higher Education, 19:3, pp. 276–88.
    [Google Scholar]
29. Villiers, R. R. de, and Viviers, H. A.. ( 2018;), ‘ Evaluating the effective development of pervasive skills: The perceptions of students at two South African SAICA-accredited universities. ’, Journal for New Generation Sciences, 16:1, pp. 17–39.
    [Google Scholar]
30. Waghid, Y.. ( 2014), African Philosophy of Education Reconsidered: On Being Human, London:: Routledge;.
    [Google Scholar]
31. Waghid, Y.. ( 2017;), ‘ Educate for real change. ’, Mail and Guardian, 9 June, https://mg.co.za/article/2017-06-09-00-educate-for-real-change/. Accessed 16 February 2022.
    [Google Scholar]
32. Waghid, Y.. ( 2020;), ‘ Towards an ubuntu philosophy of higher education in Africa. ’, Studies in Philosophy and Education, 39:3, pp. 299–308.
    [Google Scholar]
33. Wahid, Y.,, Terblanche, J.,, Shawa, L. B.,, Hungwe, J. P.,, Waghid, F., and Waghid, Z.. ( 2023), Towards an Ubuntu University: African Higher Education Reimagined, Cham:: Palgrave Macmillan;.
    [Google Scholar]
34. Wang, C., and Hoffman, D. M.. ( 2020;), ‘ From Freire to Levinas: Toward a post-humanist global citizenship education. ’, Educational Studies, 56:5, pp. 435–55.
    [Google Scholar]
35. Whiting, K.,, Konstantakos, L.,, Simpsom, E., and Carmona, L. G.. ( 2018;), ‘ Education for the sustainable global citizen: What can we learn from stoic philosophy and Freirean environmental pedagogies?. ’, Education Sciences, 8:4, https://doi.org/10.3390/educsci8040204.
    [Google Scholar]
36. Wood, N., and Maistry, S.. ( 2014;), ‘ Professional accounting associations’ influence on higher education accounting pedagogy. ’, Alternation Special Edition, 12:2014, pp. 198–239.
    [Google Scholar]
37. The World Bank ( 2021;), ‘ The World Bank in South Africa. ’, The World Bank, https://www.worldbank.org/en/country/southafrica/overview. Accessed 12 February 2022.
    [Google Scholar]
38. The World Bank ( 2022;), ‘ Inequality in Southern Africa: An assessment of the southern African customs union. ’, The World Bank, https://documents1.worldbank.org/curated/en/099125303072236903/pdf/P1649270c02a1f06b0a3ae02e57eadd7a82.pdf. Accessed 12 February 2022.
39. Yang, R.. ( 2003;), ‘ Globalisation and higher education development: A critical analysis. ’, International Review of Education, 49:3&4, pp. 269–91.
    [Google Scholar]
40. Zipin, L.,, Fataar, A., and Brennan, M.. ( 2015;), ‘ Can social realism do social justice? Debating the warrants for curriculum knowledge selection. ’, Education as Change, 19:2, pp. 9–36.
    [Google Scholar]
41. Williams, Badrunessa, and Terblanche, Judith. ( 2023;), ‘ Cultivating socially responsible and ethical chartered accountant business leaders: A citizenship pedagogical framework grounded in the local and the global. ’, Citizenship Teaching & Learning, Special Issue: ‘Philosophical, Ethical and Pedagogical Visions of Global Citizenship Education: Critical Perspectives from International Educators’, 18:2, pp. 195–213, https://doi.org/10.1386/ctl_00120_1
    [Google Scholar]