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When the Soweto uprisings of June 1976 took place, Sifiso Mxolisi Ndlovu, the author of this book, was a 14-year-old pupil at Phefeni Junior Secondary School. With his classmates, he was among the active participants in the protest action against the use of Afrikaans as a medium of instruction.
Contrary to the generally accepted views, both that the uprisings were ‘spontaneous’ and that there were bigger political players and student organisations behind the uprisings, Sifiso’s book shows that this was not the case. Using newspaper articles, interviews with former fellow pupils and through his own personal account, Sifiso provides us with a ‘counter-memory’ of the momentous events of that time.
This is an updated version of the book first published by Ravan Press in 1998. New material has been added, including an introduction to the new edition, as well as two new chapters analysing the historiography of the uprisings as well as reflecting on memory and commemoration as social, cultural and historical projects.
What are the real roots of the student protests of 2015 and 2016? Is it actually about fees? Why did so many protests turn violent? Where is the government while the buildings burn, and do the students know how to end the protests?
Former Free State University Vice-Chancellor Jonathan Jansen delves into the unprecedented disruption of universities that caught South Africa by surprise. In frank interviews with eleven of the VCs most affected, he examines the forces at work, why the protests escalate into chaos, and what is driving – and exasperating – our youth.
This urgent and necessary book gives us an insider view of the crisis, tells us why the conflict will not go away and what it means for the future of our universities.
Free Fall recounts how and why the present education crisis has become the leading cause for black university students in South Africa. Probing deep beneath the surface of the crisis, the book reveals uncomfortable truths about colonial- and apartheid-era education, and traces the tangled web of connections between foreign and South African business interests, the apartheid government, and the role of universities in propping up a white elite and co-opting a subservient black class to their cause.
It brings to life the people and ideas that, over a century-and-a-half, have created a perfect storm for the present crisis in South African higher education. Malcolm Ray combines intellectual rigour with the intimacy of narrative non-fiction, introducing readers to the main protagonists since the end of slavery in 1834, through the rise of missionary education as an instrument of indoctrinating and subjugating black people, and into the apartheid era. Beyond apartheid, the book details how policy blunders by the democratic government since 1994 have conspired with the past to fuel South Africa’s slide into increasing economic and social disarray.
It is the story of the failure of South Africa's democratic government to deal with major fault lines fissuring higher education, and the circumstances that led to the #RhodesMustFall and #FeesMustFall movements. The book ends on a high note, answering the question: ‘What now?’ This book aims to be the beginning of the solution.
Essential reading for matriculants, first year university and college students – and their parents!
Your First Year Of Varsity talks directly to Grade 12 learners and first year university and college students who arrive at their place of higher education filled with hopes, expectations, fears and dreams; yet with little understanding of what this new world means and how to adapt, grow – and graduate.
The book addresses all the rules, demands, behaviours, skills and cultural shifts that will turn an undergraduate into a viable part of higher education life. Foster and Mofokeng have written the book in plain English and it is accessible to anyone who can read a magazine or newspaper. An empathetic, no-nonsense and practical guide to understanding the cultural and academic divide between high school and college or university.
Being At Home stimulates careful conversation about some of the most pressing issues facing higher education institutions in South Africa today - race, transformation and institutional culture.
While there are many reasons to be despondent about the current state of affairs in the South African tertiary sector, this collection is intended as an invitation for the reader to see these problems as opportunities for rethinking the very idea of what it is to be a university in contemporary South Africa. It is also, more generally, an invitation for us to think about what it is that the intellectual project should ultimately be about, and to question certain prevalent trends that affect - or, perhaps, infect - the current global academic system.
This book will be of interest to all those who are concerned about the state of the contemporary university, both in South Africa and beyond.
South African higher education students have for the years 2015 and 2016 stood up to demand not only a free education but a decolonised, African-focused education. The calls for decolonisation of knowledge are the ultimate call for freedom. Without the decolonisation of knowledge, Africans may feel their liberation is inchoate and their efforts to shed Western dominance all come to naught.
Over the years various African leaders including Steve Biko wrote about the need to decolonise knowledge. The call for decolonisation is largely being equated with the search for an African identity that looks critically at Western hegemony. Biko sought the black people to understand their origins; to understand black history and affirm black identity. These are all embedded in the struggle to decolonise and search for African values and identities.
The contributors in this book treat several but connected themes that define what Africa and the diaspora require for a society devoid of colonialism and ready for a renewed Africa. “The discussions we develop and the philosophies we adopt on Pan Africanism and decolonisation are due to a bigger vision and for many of us the destination is African renaissance”. Everyone has a role to play in realising African renaissance; government, churches, universities, schools, cultural organisations all have a role to play in this endeavour.
The Soweto Student Uprising of 1976 was a decisive moment in the struggle against apartheid. It marked the expansion of political activism to a new generation of young activists, but beyond that it inscribed the role that young people of subsequent generations could play in their country's future.
Since that momentous time, students have held a special place in the collective imaginary of South African history. Drawing on research and writing by leading scholars and prominent activists, Students Must Rise takes Soweto '76 as its pivot point, but looks at student and youth activism in South Africa more broadly by considering what happened before and beyond the Soweto moment. Early chapters assess the impact of the anti-pass campaigns of the 1950s, of political ideologies like Black Consciousness as well as of religion and culture in fostering political consciousness and organisation among youth and students in townships and rural areas. Later chapters explore the wide-reaching impact of June 16th itself for student organisation over the next two decades across the country. Two final chapters consider contemporary student-based political movements, including #RhodesMustFall and #FeesMustFall, and historically root these in the long and rich tradition of student activism in South Africa.
2016 marks the 40th anniversary of the 1976 June 16th uprisings. This book rethinks the conventional narrative of youth and student activism in South Africa by placing that most famous of moments - the 1976 students' uprising in Soweto - in a deeper historical and geographic context.
This book offers new theoretical ground for thinking about, and transforming, leadership and higher education worldwide. Through an examination of the construct of intimacy and ‘nearness’, including emotional, spiritual, psychic, intellectual, and physical closeness, Jonathan Jansen demonstrates its power to influence positive leadership in young people. He argues that sensory leadership, which includes but extends beyond the power of touch, represents a fresh and effective approach to progressive transformation of long divided institutions.
Considering richly textured narratives, chapters explore complex intimacies among Black and White university students in South Africa, post-apartheid and in the aftermath of a major racial atrocity. The stories reveal the students’ transformation in the process of ‘leadership for change’, interweaving concepts of racism, human relationships and intimacy, and in turn expanding the knowledge base of social and institutional improvement. This book explores how, when different kinds of nearness come together in leadership change, young people respond in ways that would not be possible through conventional instruments such as policy, legislation and the appeal to moral sensibilities alone.
Leading For Change will be critical reading for academics, researchers and postgraduate students in the fields of education, educational justice, higher education, educational leadership and change, social and/or racial justice. This book will also be of interest to those working in the fields of anthropology, social psychology, and South African contemporary politics, policy and institutional practices.
From the international bestselling author of The Element, Ken Robinson is one of the world's most influential voices in education. In this inspiring, empowering book, he sets out a new vision for how education can be transformed to enable all young people to flourish.
Filled with practical examples and groundbreaking research, it will inspire the change our children urgently need.
This substantially revised text provides a comprehensive, highly accessible, and student friendly introduction to the principles, concepts, and methods currently used in educational research. This text provides a balanced combination of quantitative and qualitative methods and enables students to master skills in reading, understanding, critiquing, and conducting research. Many examples and article excerpts are used throughout the text to demonstrate and highlight best practices in educational research. Evidence-based inquiry is emphasized in two ways: (1) Introductory chapters focus on the added importance of data driven decision-making, (2) Methodological chapters provide explicit guidelines for conducting empirical studies.
The 12th Edition of Educational Psychology maintains the lucid, jargon-free writing style for which the author is renowned, combined with a clear emphasis on educational psychology's practical relevance for teachers and students in classrooms.
Written to look at teaching from the student’s perspective and how students learn and retain information, the new edition continues to emphasize the educational implications and applications of research on child development, cognitive science, learning, motivation, teaching, assessment. It adds expanded coverage of the brain and neuroscience, the impact of technology, student diversity.
This text, known for its state of the art presentation of the field of educational psychology, is exceptionally applied and replete with examples, lesson segments, case studies, and practical ideas from experienced teachers.
Every day, thousands of South African children go to school filled with terror because they know they’re going to be bullied. Children who are targeted by bullies are at enormous risk, yet many parents don’t know why it is happening to their child, or what to do about it.
Bully Proof looks at every aspect of bullying, from name-calling, taunting and rumour-mongering to physical assault, and examines why and how bullies behave the way they do, and what can be done to help them and their victims. The more we understand bullying behaviour, the better we can address the underlying causes and put effective controls in place.
Studies have shown that the 'whole school' approach, involving pupils, teachers and parents, is by far the most effective method of reducing incidents of bullying, as well as limiting the potential for future incidents. Implementing an effective anti-bullying campaign is not just about changing the behaviour of a few maladjusted children; it is about changing the philosophy of the entire school.Using a step-by-step approach, this book provides educators, parents, counsellors and children with the tools they need to develop a successful anti-bullying programme.
The fifth edition of this market-leading textbook on careers in the organisational context retains its popular blend of theory, classical and contemporary research, application activities and real-life case scenarios that represent the diverse population groups of South Africa. The fifth edition has been comprehensively revised and updated to reflect the changes in the knowledge-based and technology-driven 21st century workplace.
The intermediate phase is a critically important period in schooling, when most learners make the transition from learning in their home language to using English as the language of learning and teaching. Learners and teachers find it a daunting time. There are language and literacy challenges in learning English as a subject, in addition to the linguistic complexities of classrooms in urban areas. Recent research has indicated that many intermediate phase learners are also still not fluent readers. Teaching English: As A First Additional Language In The Intermediate And Senior Phase will support teachers in overcoming these classroom challenges.
The book starts by exploring who the Intermediate and Senior Phase learner is – physically, socially, emotionally and cognitively – and then focuses on the skills of reading and viewing, writing, and speaking and listening.
In addition, the text:
Teaching English: As A First Additional Language In The Intermediate And Senior Phase is suitable for preservice teachers completing a BEd or a PGCE. In-service teachers will also find it useful.
When Michael's father loses his job, he buys a boat and convinces Michael and his mother to sail around the world. It's an ideal trip - even Michael's sheepdog can come along. It starts out as the perfect family adventure - until Michael is swept overboard. He's washed up on an island, where he struggles to survive. Then he discovers that he's not alone. His fellow-castaway, Kensuke, is wary of him. But when Michael's life is threatened, Kensuke slowly lets the boy into his world. The two develop a close understanding in this remote place, but the question of rescue continues to divide them.
The reception year, before a child starts formal schooling in Grade 1, is critical in a child's development. It is in the Grade R year that the teacher has a unique opportunity to enhance the knowledge, skills, attitudes and values that will shape the child's later academic success. A high-quality Grade R programme is therefore very important. Teaching Grade R promotes a participatory and child-centred approach to learning, based on the pedagogy of play that positions children as active learners and encourages teachers to become critically reflective practitioners. This pedagogy of play is explained in detail in the book, and suggestions and pointers are given as to how it can be used in the classroom to enhance learning.
Teaching Strategies: For Quality Teaching And Learning is a practical guide to quality teaching and learning in South African schools. The book provides an introduction to the principles of effective teaching and learning, with special reference to how these principles can be applied within the framework of South Africa’s National Curriculum Statement Grades R–12.
It gives detailed guidelines for using nine broad teaching strategies that have proven to be effective across all phases of school. The final chapter introduces the principles of quality assessment, and links these to the National Protocol for Assessment Grades R–12.
This book is particularly useful for teacher education students, both as a text for their theoretical studies and as a reference during their practice teaching placements and later teaching careers.
To date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. The scope of this book ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation) to micro-sociolinguistic observations of actual language-use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used, for example, Journalism and African languages, Education and African languages, etc. The book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups - the largest languages in South Africa [and also increasingly used in the context of South African Higher Education]. It brings together various inter-linked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique cross-cutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues.
Education in South Africa owes a great deal to the early missionaries who established schools in association with the mission stations. The difficulties of trying to impose a western style of education on people for whom it was something quite new, were, as can be imagined, enormous. Nonetheless, a few of these schools, after much trial and error, emerged to become institutions with a hard-earned reputation for excellence. Healdtown was one of these.
Begun as a Methodist mission in 1855 during a time of frontier conflict, it became the largest high school in the country where many of the black elite who were to become leaders in the struggle for democracy were educated. Prominent leaders such as Nelson Mandela, Robert Sobukwe and Govan Mbeki are counted among the school’s alumni. Many of South Africa’s current leaders in other fields were also moulded at Healdtown.
The Bantu Education Act of 1953 saw the beginning of a gradual decline in the standards of Healdtown and, sadly, today the infrastructure is in a serious state of decay. The Historic Schools Restoration Project is attempting to restore respect to this once great institution, so that the eagle (the school’s symbol and badge) may fly once more.
Trevor Webster has captured the ethos of a great African mission.
Fit standards-based science instruction into your curriculum!
Help your grade 3 students explore standards-based science concepts and vocabulary using 150 daily lessons! A variety of rich resources including vocabulary practice, hands-on science activities, and comprehension tests in multiple-choice format help you successfully introduce students to earth, life, and physical science concepts.
30 weeks of instruction covers many standards-based science topics.
Die nuwe alles-in-een Voorskoolse Aktiwiteitsboek is saamgestel om ouers /opvoeders/praktisyne/versorgers te help wat hul kinders ’n voorsprong wil gee. Hierdie aktiwiteitsboek is saamgestel volgens NKV. Verskaf aktiwiteite wat praktiese vaardighede ontwikkel. sluit Vroee leer- en ontwikkelingareas (ELDAs) in. Help kleuters/jong kinders ontwikkeling aan. Moedig kreatiwiteit & kleinspierontwikkeling aan. Sluit 2D- & 3D-aktiwiteite in.
Die nuwe alles-in-een Voorskoolse Aktiwiteitsboek is saamgestel om ouers /opvoeders/praktisyne/versorgers te help wat hul kinders ’n voorsprong wil gee. Hierdie aktiwiteitsboek is saamgestel volgens NCF vir kinders van geboorte to vier jaar. Verskaf aktiwiteite wat praktiese vaardighede ontwikkel. Sluit Vroee leer- en ontwikkelingareas (ELDA’s) in. Help kleuters/jong kinders ontwikkeling aan. Moedig kreatiwiteit & kleinspierontwikkeling aan. Sluit 2D- & 3D-aktiwiteite in.
Help your Grades 1 and 2 students to develop critical-, creative-, and logical-thinking skills with Thinking Skills, Grades 1-2. The 44 lessons use downloadable interactive charts and reproducible practice pages to help students develop critical skills.
Help your students become 21st-century problem solvers by introducing them to a broad range of critical-, creative-, and logical-thinking skills!
The 44 fun, imaginative lessons use downloadable interactive charts and reproducible practice pages to help students develop important skills.
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