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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.
#FeesMustFall, the student revolt that began in October 2015, was an uprising against lack of access to, and financial exclusion from, higher education in South Africa. More broadly, it radically questioned the socio-political dispensation resulting from the 1994 social pact between big business, the ruling elite and the liberation movement.
The 2015 revolt links to national and international youth struggles of the recent past and is informed by Black Consciousness politics and social movements of the international Left. Yet, its objectives are more complex than those of earlier struggles. The student movement has challenged the hierarchical, top-down leadership system of university management and it’s ‘double speak’ of professing to act in workers’ and students’ interests yet enforce a regressive system for control and governance. University managements, while one one level amenable to change, have also co-opted students into their ranks to create co-responsibility for the highly bureaucratised university financial aid that stand in the way of their social revolution.
This book maps the contours of student discontent a year after the start of the #FeesMustFall revolt. Student voices dissect coloniality, improper compromises by the founders of democratic South Africa, feminism, worker rights and meaningful education. In-depth assessments by prominent scholars reflect on the complexities of student activism, its impact on national and university governance, and offer provocative analyses of the power of the revolt.
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.
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.
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.
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.
Over 60 million children of primary-school age, mostly in Africa and Asia, are not in school. More then 250 million are in school but are not experiencing meaningful learning.
In South Africa, school is compulsory for children aged seven to 15, where they are expected to learn core skills – reading, writing and arithmetic – and improve their chances of future employment. But for some, schools are places of persistent failure, of humiliation, of boredom and lack of progress.
Finding Place and Keeping Pace: Exploring meaningful and equitable learning in South African schools is about getting access to and completing a full cycle of good-quality basic education. The contributors span a range of methodologies that include policy analysis, classroom observation and learner assessment, bringing together a rich set of studies that explore a pattern of exclusion from meaningful learning by South African schoolchildren. In particular, they look at schoolchildren who attend school regularly, but are not learning due to inadequate facilities, indifferent teachers and socio-economic factors. They are at risk of either dropping out or leaving school with limited resources.
Within the country, access to schooling remains uneven across and within provinces, and between different communities, with poverty, race and location being major factors. Physical access is just the first hurdle – once through the school gates it is expected that children will be provided with knowledge and values that will allow them to function in the economic and social life of the country. However, this is not the general case – children may be at school but without accessing education.
The authors identify several patterns of exclusion, including different forms of marginalisation, age-inappropriate enrolments, and the fact that school choice, voice and quality remain restricted. They also make policy recommendations, which include improving the quality of teachers and teaching, enhancing parental and community involvement, and clarifying the Language-in-Education policy.
South African educationists still face major challenges, of which curriculum changes are at the core. Teachers play an important role as key agents of curriculum change, and can contribute to the successful and dynamic development of curriculum if they are empowered with the appropriate skills and knowledge. Their own disposition towards curriculum can also be an empowering aspect adding value to the process of relevant curriculum development.
Teacher Empowerment Through Curriculum Development: Theory Into Practice encourages the empowerment and involvement of teachers in the curriculum development process.
This book provides teachers with:
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.
Q. Describe two of the main themes in Samuel Bekcett's Waiting for Godot: A.1. Waiting 2. Godot Q. What is meant by the term `wiki'? A. It's something you say when a thing is really good. Sharpen your pencils and have your rulers at the ready - it's time for more F in Exams! School years pass by and new students come and go, but there are always more exams to take. And with more test papers come more ingenious (and inappropriate) answers! Here again, for your amusement, we've collected the best of the New Class, as hilarious, heart-warming and cringe-worthy as ever.
Clinical legal education (CLE) is a springboard for entry into legal practice, preparing students for the professional challenges they will face after completing their studies and embarking on their legal careers. In her eight years of conducting research on CLE in South African universities, the author has found that the most urgent needs are in the area of student assessment. Designing a curriculum with assessable content is therefore essential for clinicians who, in certifying students' capabilities, are the gatekeepers to practice. This book identifies curriculum requirements across a number of jurisdictions, and proposes a menu of assessment methods, which may enhance the choices of assessment methodologies available to South African university law clinics. It also covers the setting of parameters for assessment, grading, grade descriptors and moderation systems, and discusses different forms of tests, assignments, essay- and oral-examinations, as well as self- and peer-evaluation, peer editing, case portfolios, and trial advocacy skills. The book addresses challenges such as clinicians' heavy workloads and differing levels of experience in supervision and assessment. It discusses challenges students face and presents solutions enabling clinicians to help them depending on their individual experience and needs. Also discussed are the potential conflicts between the needs of students and those of the local community being served by the law clinic. Although the aim of this book is to find appropriate assessment methods for CLE, the effectiveness of an assessment programme can only be determined when measured against a curriculum. The proposed curriculum is therefore measured against the identified assessment criteria. CLE Lecturers can download assessment forms, checklists and rubrics from the Juta Law website - visit https://juta.co.za/support-material/detail/clinical-legal-education for details.
Quality assessment in South African schools is a comprehensive title which provides a balanced view of assessment in terms of the policy statement on assessment for South African schools. Assessment has been a buzzword in education for decades, creating many uncertainties in the teaching environment. One of the principal aims of school teachers is to guide children's learning, evaluate learning programmes and activities, and judge learners' level of achievement. Quality assessment in South African schools provides teachers with a comprehensive explanation of recommended learner assessment guidelines and principles that will help them design and implement sound, meaningful learner assessment strategies. In turn, these strategies will advance the goals of school curricula and the disciplinary objectives of educational institutions.
Thousands of great conversations are in these cards. Terrific for getting classroom discussions off to a running start, and a way to avoid a lull at your next party. Each deck contains 50 cards.
What is White Paper 6 about? How can I follow the curriculum when my learners have such different needs? Can I prepare lessons in such a way that all learners can work toward the same theme and topic, but at different levels? What about assessment and reporting? South Africa's legislative framework embraces the principles of inclusive education, but what does this mean for classroom teachers who need to accommodate the needs of a diverse range of students? And is true inclusivity practised in South African classrooms? Embracing diversity though multi-level teaching: For Foundation, Intermediate and Senior Phase is an empowering resource that demystifies inclusive education. It provides practical suggestions as to how all learners' needs can be accommodated in the classroom. Diversity is viewed as a powerful resource, and this hands-on text provides useful strategies and guidance for teachers, district officials, heads of departments and teacher trainers.
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