Your cart is empty
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.
“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.
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.
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 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.
It is nearly two decades since public schools in South Africa began to admit learners from all cultural and racial backgrounds, and this diversity has resulted in a need for schools to evolve with the changing circumstances as well as to maintain excellence. Teachers are faced daily with the challenge of teaching and managing learners of unfamiliar cultures, languages and backgrounds. Multicultural education introduces various models of multicultural education and provides practical, low-cost classroom strategies which teachers can implement effectively in culturally diverse schools.
Multicultural education explores concepts of diversity in society from various theoretical perspectives and discusses the implications of differences and similarities among South African learners. Practical activities at the end of each chapter allow teachers to reflect critically on their own practice, and assist educational leaders to carry out professional development in multicultural education in their schools.
Contents include the following:
A special edition matched to the curriculum requirements of Unisa.
Based on the popular Teaching Foundation Phase mathematics - A guide for South African students and teachers.
Education is confronted with continual curriculum changes at all levels, from school to higher education. Teachers play an important role as key agents of curriculum change, and can contribute to the successful and dynamic development of curriculum if the
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.
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.
In 2015 and 2016 waves of student protest swept across South African campuses under the banner of FeesMustFall. This book offers a historical perspective, analysing regional influences on the ideologies that have underpinned South African student politics from the 1960s to the present. The author considers the history of student organisations in the Northern Transvaal (today Limpopo Province) and the ways in which students and youth influenced political change on a national scale, over generations.
The University of the North at Turfloop played an integral role in building the South African Students’ Organisation (SASO) in the late 1960s and propagating Black Consciousness in the 1970s; in the 1980s it became an ideological battleground where Black Consciousness advocates and ANC-affiliates competed for influence. Limpopo has remained a hotbed of political activism in the country. Generations of nationally prominent student and youth activists became politically conscientised here – among them Julius Malema, Onkgopotse Tiro, Cyril Ramaphosa, Frank Chikane and Peter Mokaba.
Turfloop (University of Limpopo) has remained politically significant in the post-apartheid era: it was here in 2007 that Julius Malema supported Jacob Zuma’s ascension to the South African presidency during the ANC’s pivotal party conference that resulted in the ousting of Thabo Mbeki.
Memoirs of a much-loved teacher and legendary headmaster of Pretoria Boys High.
Bill Schroder is the stuff teaching legends are made of. He was strict, yet kind; firm and consistent, yet creative and playful when needed. He knew the magical mix of discipline and care needed to ensure the loyalty of his students. In this warm-hearted, inspiring and often funny memoir, Schroder looks back on four decades as an English and Latin teacher and, later, headmaster, including 19 years at Pretoria Boys High.
His holistic approach to teaching earned him the respect of both teachers and students. Teaching is not only about conveying knowledge, he believed, but also about looking after the emotional needs of students. For Schroder, the institution was never more important than the individual – he always put his students first. As a headmaster he became known for doing things his own way. He gave students a voice where others wanted to silence them, he found creative ways to turn problem schools around and never allowed departmental admin to get in the way of teaching. In the early 1990s when schools were opened to all races, Pretoria Boys High under him played a leading role in transforming their school. In his retirement he also served as a consultant and a mentor to a school in a Pretoria township.
Here is a teacher who left an indelible mark on thousands of pupils from Cape Town to Pretoria.
We Are No Longer At Ease is a collection of personal articles, essays, speeches and poetry mainly from voices of young people who were part of the student-led protest movement known as #FeesMustFall which began in 2015. It tells the journey of a youth that participated in a movement that redefined politics in post-apartheid South Africa and is the evidence of a “born free” generation telling their own story and leading discourse as well as action on transforming South Africa.
The collection includes works by the young student leaders turned academic and public commentators such as David Maimela, Thapelo Tselapedi and Sisonke Msimang; student newspaper journalists that were covering the protests like Natasha Ndlebe; public writing commentators with aims to inform and teach the broader South African society about the aspects of the movement like Yamkela Spengane and Rofhiwa Maneta; lecturers who were assisting the students articulate and find clarity in the way they shaped and voiced their ideas such as Sabelo Ndlovu-Gatsheni and then of course others were foot soldiers on the ground leading students through the police brutality of rubber bullets and pepper spray like Loverlyn Nwandeyi, Ntokozo Qwabe and Ramabina Mahapa.
Out of the 2015/16 nationwide student protest action has come the long-overdue challenge for academia to assess and reconsider critically the role academics play in maintaining and perpetuating exclusive social structures and discourse in schools and faculties in the higher education landscape in South Africa. Decolonisation and Africanisation of Legal Education in South Africa proposes possible starting points on the subject, and the roles, challenges and questions that legal academia face in the quest to decolonise and Africanise legal education in South Africa. It explores the potential role of the Constitution in decolonising and Africanising legal education. Furthermore, the book discusses important contextual factors in relation to decolonising clinical legal education. Decolonisation and Africanisation form a much more nuanced project in the continuous process of development and reflection to be undertaken by all law academics together with their relevant institutions and students. The book ultimately highlights the importance of decolonising the law itself. This timely and important work lays a foundation that will hopefully inspire many more publications and debates aimed at transforming our legal education.
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.
What was Sir Isaac Newton famous for? He invented gravity. Another year has passed, which means more exams have been sat and more silly answers have been given by the children of our future. To make sure these hilarious blunders won't be forgotten, F in Exams is back again with brand-new content, from amusing misunderstandings to marvellous misspellings. It's the perfect escape for students struggling with revision and anyone who has experienced the joys of taking an exam.
Partnerships in Action explores, at multiple levels, a university-school-community partnership in action. The chapters provide rich and dynamic accounts of the activities that make up this partnership, within a context of extreme social inequality. The contributors share an enduring commitment to whole-school improvement. They describe how, through interdisciplinary collaboration, they negotiate the multiple political, social and structural complexities which arise in the coming together of the partners. The book's uniqueness lies in its combination of practical implementation and sound theoretical scholarship from a range of disciplines. Not only does the partnership strengthen the university's commitment to community-engagement, but it offers new insights to all students, stakeholders, academic staff, and social researchers - in universities, education departments and NGOs - with an interest in improving schooling, and building social justice.
The book includes the traditional foci of philosophy, sociology, psychology, and teaching and learning, and emphasises how these foci influence the practice of teaching. Classic theories, that informed and continue to inform teacher education, have dominated the engagement within education but this book shifts focus to current research and innovative theories that have evolved to promote teaching and learning in a challenging and complex educational context. Hence, this book makes a deliberate attempt to map out influential classical theories that have informed the study of Education as a backdrop to explore how contemporary theories are currently influencing teaching and learning.
Action Research: Improving Schools and Empowering Educators introduces both novice and experienced practicing educators to the process of designing and conducting classroom-based action research in order to make their instructional practices more effective. This practical text focuses on the research methods and procedures that educators can use in their everyday instructional practices, classroom activities, and school procedures. Using over 20 years of teaching experience, author Craig A. Mertler provides insightful coverage of the knowledge and skills needed to design research studies, conduct research, and communicate findings to relevant stakeholders. FREE DIGITAL TOOLS INCLUDED WITH THIS TEXT SAGE edge gives instructors and students the edge they need to succeed with an array of teaching and learning tools in one easy-to-navigate website. Learn more: edge.sagepub.com/mertler6e
Q: Define the term `antagonist'. A: Someone who tortures ants. Q: What are levees? A: Expensive jeans. 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 cringeworthy as ever.
At a time of robust public contestation about higher education in South Africa, At the Foot of the Volcano focuses on the personal journeys of university lecturers as ordinary people. The lecturers, based predominantly at the University of Cape Town, share a passion for inspiring South Africa's next generation of scientists, health care workers, social scientists, poets, essayists, musicians, urban planners, anthropologists and chemists. Too often Information and Communication Technology is offered as the panacea for course content in uncertain times. At the Foot of the Volcano suggests that no amount of technological innovation can stand in the place of building relationships with students, finding ways to instil passion for our disciplines, and an awareness of the sources of structural inequality that underpin the current political climate across higher institutions.
You may like...
Multilingualism in the Classroom…
Margaret Funke Omidire Paperback
Teaching Students to Become…
Michael Wehmeyer, Yong Zhao Paperback
Restorative School Discipline - The Law…
Mariette Reyneke, Roelf Reyneke Paperback
Turning High-Poverty Schools Into…
William H Parrett, Kathleen M. Budge Paperback
The Leader in Me - How Schools and…
Stephen R. Covey Paperback
Embracing diversity - Through…
A. Engelbrecht, H. Swanepoel Paperback
Clinical legal education - Law clinic…
M.A. du Plessis Paperback
Notre Dame vs. The Klan - How the…
Todd Tucker Paperback
The National Archives History Toolkit…
Clare Horrie, Rachel Hillman Paperback (1)
Mark Potterton Paperback