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Cognisant of the globalising context in which we find ourselves, as intellectuals we ought to ensure relevance in what we teach. This orientation, that prizes pedagogic relevance, has been raised as an objection to the decolonial call, being – at times – used to resist democratic change in the South African University. The contributions in this volume highlight the implications of the global relevance discourse through revealing the impact of decontextualised curricula.
Similarly, institutional democratisation and decolonisation ought not to be a turn to fundamentalist positions that recreate the essentialisms resisted through calls for decolonisation. As a critical response to such resistance to democratisation, this book showcases how decolonisation protects the constitutionally enshrined ideal of academic freedom and the freedom of scientific research. We argue that this framing of decoloniality should not be used to protect interests that seek to undermine the transformation of higher education. Concurrently, however, it is critical of decolonial positions that are essentialist and narrow in their manifestation and articulation.
Decolonisation as Democratisation suggests what is intended by a curriculum revisionist agenda that prizes decolonisation through bringing together academics working in South Africa and the global academy. This collaborative approach aims to facilitate critical reflexivity in our curriculum reform strategies while developing pragmatic solutions to current calls for decolonisation.
Patrick van Rensburg (1931-2017) was an anti-apartheid activist and self-made 'alternative educationist' whose work received international recognition with the Right Livelihood Award in 1981. Born in KwaZulu-Natal into what he described as a 'very ordinary South African family that believed in the virtue of racism', Van Rensburg became a self-styled rebel who tirelessly pursued his own vision of a brighter future for emerging societies in post-colonial southern Africa.
His emotional and intellectual struggle against his upbringing and cultural roots led him to reject his life of white privilege in South Africa. Determined to prevent the emergence of a privileged black elite in post-colonial society, he devoted his life to implementing an alternative, egalitarian approach to education, focusing on quality and functional schooling for the majority. Rewarded with the internationally prestigious Right Livelihood Award for his unique contribution to education, he saw this work as a 'necessary tool of development'.
Exiled from South Africa in 1960 because of his involvement in the London boycott campaign that gave birth to the Anti-Apartheid Movement, Van Rensburg moved to Botswana (then Bechuanaland). There he founded cooperatives, provided vocational training and was among the earliest educationists to espouse the discipline of development studies. Perhaps his best-known legacy is the Swaneng Hill School, which he founded to provide an educational home for primary school 'dropouts' through a curriculum that combined theory and practice, and academic and manual labour. He involved his pupils in building their school, running it, providing their own food, and making their own equipment and furniture.
Van Rensburg was an innovative and charismatic visionary who captured the zeitgeist of the late twentieth century, and whose work and vision still have resonance for debates in educational policy today.
Over the past few years, it has become clear that the path of transformation in schools since 1994 has not led South Africa’s education system to where we had hoped it could be. Through tweets, posts and recent protests in schools, it has become apparent that in former Model-C and private schools, children of colour and those who are ‘different’ don’t feel they belong.
Following the astonishing success of How To Fix South Africa’s Schools, the authors sat down with young people who attended former Model-C and private schools, as well as principals and teachers, to reflect on transformation and belonging in South African schools. These filmed reflections, included on DVD in this book, are honest and insightful.
Drawing on the authors’ experiences in supporting schools over the last twenty years, and the insight of those interviewed, A School Where I Belong outlines six areas where true transformation in South African classrooms and schools can begin.
Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa's struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question.
In the process, several critical questions are raised:
Strong conceptual analyses are combined with case studies of attempts to `do decolonisation' in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.
“Rebels And Rage is a critically important contribution to public discussion about #FeesMustFall”–Eusebius McKaiser
Adam Habib, the most prominent and outspoken university official through the recent student protests, takes a characteristically frank view of the past three years on South Africa’s campuses in this new book. Habib charts the progress of the student protests that erupted on Wits University campus in late 2015 and raged for the better part of three years, drawing on his own intimate involvement and negotiation with the students, and also records university management and government responses to the events. He critically examines the student movement and individual student leaders who emerged under the banners #feesmustfall and #Rhodesmustfall, and debates how to achieve truly progressive social change in South Africa, on our campuses and off.
This book is both an attempt at a historical account and a thoughtful reflection on the issues the protests kicked up, from the perspective not only of a high-ranking member of university management, but also Habib as political scientist with a background as an activist during the struggle against apartheid. Habib moves between reflecting on the events of the last three years on university campuses, and reimagining the future of South African higher education.
Between 2013 and 2017, a team of researchers from the Human Sciences Research Council undertook a longitudinal qualitative study that tracked eighty students from eight diverse universities in South Africa and documented their experiences at these higher education institutions. Midway through the study, the student protests erupted and focused national attention on many of the stories we had already heard. In the subsequent years of the study, we also heard from students who were actively involved in these transformation struggles as well as those who sat on the side-lines.
Studying While Black is an intimate portrait of the many ways in which students in South Africa experience university, and the centrality of race and geography in their quest for education and ultimately emancipation. Students voices can be heard directly in a 45 minute documentary that accompanied this study entitled Ready or Not!: Black students’ experiences of South African universities – freely available on social media.
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.
In 2015, students at the University of Cape Town demanded the removal of a statue of Cecil Rhodes, the imperialist, racist business magnate, from their campus. The battle cry '#RhodesMustFall' sparked an international movement calling for the decolonisation of the world's universities.
Today, as this movement grows, how will it radically transform the terms upon which universities exist? In this book, students, activists and scholars discuss the possibilities and the pitfalls of doing decolonial work in the home of the coloniser, in the heart of the establishment. Subverting curricula, enforcing diversity, and destroying old boundaries, this is a radical call for a new era of education.
Offering resources for students and academics to challenge and resist coloniality inside and outside the classroom, Decolonising the University provides the tools for radical pedagogical, disciplinary and institutional change.
HEALTH, SAFETY, AND NUTRITION FOR THE YOUNG CHILD, 9th Edition, covers contemporary health, safety, and nutrition needs of infant through school-age children--and guides teachers in implementing effective classroom practices--in one comprehensive, full-color volume. Concepts are backed by the latest research findings and linked to NAEYC standards. The book emphasizes the importance of respecting and partnering with families to help children establish healthy lifestyles and achieve their learning potential. Early childhood educators, professionals, and families will find the latest research and information on many topics of significant concern, including food safety, emergency and disaster preparedness, childhood obesity, children's mental health, bullying, resilience, chronic and acute health conditions, environmental quality, and children with special medical needs. Also provided are easy-to-access checklists, guidelines, and activities that no early childhood student or professional should be without.
This is the definitive book about the biggest changes in education, schooling and teaching since the school classroom was invented almost 300 years ago. The vision and power of the original "Learning Revolution" remains, but the authors now address current developments such as: how instant information and interactive technology are finally forcing a complete rethink of everything we've ever believed about education; how new interlocking networks are creating dramatic new models for learning; and how new teaching methods are revolutionizing schooling in pockets around the world. Dryden, the award-winning television and radio talk show host, is just completing a series of television programmes on new methods of learning and Vos is putting the finishing touches to a seven-year doctoral research project into the same subject. The combined power of these two dynamic authors is highly compelling!
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.
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.
For a man who loves the order and structure of institutions, Shaun ‘Fush’ Fuchs is hard to pigeonhole. A school rugby star, a soldier, a provincial powerlifter, a renowned waterpolo coach, a lifelong entrepreneur, a dynamic teacher, and a beloved headmaster.
In his memoir, Fush, Shaun tells the story of a life dedicated to changing the lives of others. From his school days at Jeppe High School for Boys and his activism heading up the SRC of the South African Student Teachers Union, to his time as an army infantry officer and his memorable teaching career, Shaun has always had an irrepressible instinct to succeed and to lead no matter what happens and no matter what the challenges. Because he has had to leap hurdles and overcome adversity almost every step of the way, Shaun has sought to leave the institutions he has been a part of as better, more diverse, more inclusive environments, where children feel safe and everyone has a space to be themselves.
Covering love and loss, pageants and coups, false accusations of terrorism, and the love of hundreds of students who have passed through schools Shaun has been part of, Fush will make you laugh, cry and reconsider what it truly means to educate and lead by example.
Award winning novelist Karin Cronje has established herself as a fearless writer unafraid to expose issues usually considered off limits. There Goes English Teacher, which spans three years of adventures and misadventures as an English teacher in a small Korean village and later at a university, continues her pursuit of truth. This unusually honest memoir reflects amongst others, the nature of identity and the loss of it; sexuality; belief; ageing; displacement; belonging; and nationhood. Karin Cronje has a real talent for tongue-in-cheek observations of herself and her world. Her accounts of her own confusion and incomprehension as she navigates the collision of two cultures worlds apart are told with a mix of irony, pathos and humor. Yet underneath the lighthearted narration this intimate account shows how a disruption of the familiar can lead to fundamental change.
What further sets this memoir apart is that it is as close to first-hand as a reader may possibly ever get. Karin Cronje seldom allows us out of her head; she doesn’t give us anything like a travel writer’s perspective, a dispassionate description of landscape or exterior view. We inhabit this foreign place exactly as she did. Whilst in Korea, she completed a novel, which won the Jan Rabie/Rapport prize. She takes us with her through the various stages of writing it and we experience her internal processes that lead to an end she was unable to predict. Her return to South Africa poses unforeseen troubles. We are right there with her as she makes one disastrous and scandalous decision after another.
There Goes English Teacher is ultimately a celebration of the gifts the world has to offer while it entertains with a sometimes funny, sometimes sad, sometimes acerbic and ironic, but always humane voice. There are few South African memoirs that dig as deeply into what it means to be fully human. It is a compelling, moving story, unusually told and one that will not only linger long after finishing the book but will demand a second slower read to savour the writing.
How can teachers identify and deal with barriers to learning in an insightful and systemic way? What sort of educational, contextual, social and developmental barriers face students in a developing society? Educational Psychology in social context: Ecosystemic applications in southern Africa is a tried-and-tested textbook which applies educational psychology - and, specifically, a unifying ecosystemic framework - to aid teachers and other educators to enhance the learning experience of students in a developing society. The book is relevant to both undergraduate and postgraduate study in either pre-service or in-service teacher education. It can be used for courses in educational psychology in programmes such as B.Ed., Bed (Hons) and PGCE and as a handbook for teachers in the fields. The 5th edition continues to build on the tradition of excellence that this book has established in the market. New to this edition, includes sections on bibliotherapy, positive psychology and a considerable extension of the current section on emotional difficulties. Practical guidelines on how to accommodate different learning needs and styles in the classroom have been expanded, as in addition to behavioural challenges, this is a major challenge for teachers in our schools, particularly where they are taking inclusion seriously.
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.
Written for pre-service and in-service early childhood professionals in child care, preschool, or kindergarten through third grade settings, ART & CREATIVE DEVELOPMENT FOR YOUNG CHILDREN, 8th Edition, takes a child-centered approach to art education. Updated throughout, the book includes an in-depth discussion of technology to aid teachers in understanding the role that technology can play in children's visual art appreciation and production. Guidelines for establishing an inclusive art program in classrooms for young children are included for early childhood professionals. Activities and recipes make the text a valuable resource for in-service teachers.
#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.
From two students of Marjory Stoneman Douglas High School comes a declaration for our times, and an in-depth look at the making of the #NeverAgain movement that arose after the Parkland, Florida, shooting.
On February 14, 2018, seventeen-year-old David Hogg and his fourteen-year-old sister, Lauren, went to school at Marjory Stoneman Douglas High School, like any normal Wednesday. That day, of course, the world changed. By the next morning, with seventeen classmates and faculty dead, they had joined the leadership of a movement to save their own lives, and the lives of all other young people in America. It's a leadership position they did not seek, and did not want--but events gave them no choice.
The morning after the massacre, David Hogg told CNN: "We're children. You guys are the adults. You need to take some action and play a role. Work together. Get over your politics and get something done."
This book is a manifesto for the movement begun that day, one that has already changed America--with voices of a new generation that are speaking truth to power, and are determined to succeed where their elders have failed. With moral force and clarity, a new generation has made it clear that problems previously deemed unsolvable due to powerful lobbies and political cowardice will be theirs to solve. Born just after Columbine and raised amid seemingly endless war and routine active shooter drills, this generation now says, "Enough!". This book is their statement of purpose, and the story of their lives. It is the essential guide to the #NeverAgain movement.
Academic Literacy is an essential tool for people moving into the tertiary phase of education, to support the achievement of their goals. It covers all the necessary academic skills and competencies for constructive and successful study – not only reading, writing, listening and verbal communication, but also critical thinking, possibly the core skill needed at this level of study. Other skills it aims to develop are: understanding and engaging in academic study; vocabulary; reading for study purposes; argument; paraphrasing and summarising; writing paragraphs; assignment writing; and preparing for examinations.
Academic Literacy will help you cope with the reading and writing demands of further and higher education. It will also help you be more knowledgeable about yourself, your aspirations, career goals, and how to manage your time and stress more effectively.
New to the 3rd edition:
From 1952 to 1981, South Africa's apartheid government ran a school for the training of African art teachers at Indaleni, in what is today KwaZulu-Natal. The Art Of Life In South Africa is about the students, teachers, art, ideas, and politics that led to the school's founding, and which circulated during the years of its existence at a remote former mission station. It is a story of creativity, beauty, and community in twentieth-century South Africa.
Daniel Magaziner radically reframes apartheid-era South African history. Against the dominant narrative of apartheid oppression and black resistance, this book focuses instead on a small group's efforts to fashion more fulfilling lives through the ironic medium of an apartheid-era school.
Lushly illustrated with almost 100 images, this book gives us fully formed lives and remarkable insights into life under segregation and apartheid.
TEACHERS DISCOVERING COMPUTERS: INTEGRATING TECHNOLOGY IN A CHANGING WORLD, EIGHTH EDITION introduces future educators to technology and digital media in order to help them successfully teach the current generation of digital students.
Using teaching scenarios this book highlights the complex journey a novice teacher has to undertake to become a competent practitioner in the face of the daily intricacies and messiness of teaching. Scenarios expose teacher education students to the realities of the classroom. This expanded second edition explores the multiple roles of the teacher and can be used to good effect to train students to become engaged and excellent teachers.
The post-school education and training system in South Africa has been the focus of much attention since the establishment of the Department of Higher Education and Training in 2009. In the context of deepening inequality, poverty and unemployment, the need for a humanising, liberating and critical approach to learning and pedagogy in post-school education is becoming urgent. The rural and urban voices that speak in this book tell us that the current system is out of touch with the ways in which they are making a life.
Learning for Living challenges policy makers, researchers, educators and civil society organisations to think critically about the relationship between post-school education and the world of work, and about how to transform the post-school system to better serve the needs and interests of rural and urban communities. It issues a call to action, and proposes key principles to inform an alternative vision of post-school learning.
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.
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