-
Systematic Reviews of Research in Basic Education in South Africa
0R235,00Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa. This volume provides a useful foundation to the current state of education quality in South Africa including the impact of interventions. It also brings to the fore challenges still facing education transformation. The evidence presented which, taken together, lays out a coherent view of how improvements could be made.
Albert Chanee
Head of Planning, Gauteng Department of Education
For too long the weight of educational scholarship produced in South Africa has been limited to that simple and standard form called the literature review. Now, for the first time, education researchers are provided with an African-based text on the concepts and methods of conducting systematic reviews. In this exceptional work of editorship, Felix Maringe brings together some of the leading researchers on South African education to model and demonstrate how to review a significant body of research on a chosen topic which is adjudicated strictly on the basis of the quality and efficacy of the evidence in hand. I have no doubt that this remarkable book will become a standard reference for educational researchers in and beyond the African continent. It will also lift the quality of educational inquiry by equipping a new generation of scholars with the capacity for doing evidence-based research that compels the attention of policymakers, planners and practitioners alike.
Prof Jonathan Jansen
Stellenbosch University
Print: View Print Version
-
Ta’arruf as a Philosophy of Muslim Education
0R350,00In this book, Yusef Waghid constitutes his argument in defence of taOarruf (associational knowing) as an expanded conception of taOdib (good education). In the first part of the book he elucidates Abu Bakr EffendiOs position on a Muslim educational philosophy which can be couched as rational, pragmatic and critical. As a backdrop to this, in the second part of the book, he argues for a notion of Muslim educational philosophy according to taOarruf (associational knowing) on the basis that it enhances the notion of an autonomous self and its capabilities; summons different people to engage in deliberative encounters; and provokes the self to be reflectively open towards that which remains in becoming. This leads him to posit that taOarrufE(associational knowing) has the potential to cultivate humanity. His notion of taOarruf extends practices of tarbiyyah (rearing), taOlim (learning), and taOdib (good education) associated with Muslim educational philosophy.
eBook: View eBook Version
-
Ta’arruf as a Philosophy of Muslim Education
0R280,00In this book, Yusef Waghid constitutes his argument in defence of taOarruf (associational knowing) as an expanded conception of taOdib (good education). In the first part of the book he elucidates Abu Bakr EffendiOs position on a Muslim educational philosophy which can be couched as rational, pragmatic and critical. As a backdrop to this, in the second part of the book, he argues for a notion of Muslim educational philosophy according to taOarruf (associational knowing) on the basis that it enhances the notion of an autonomous self and its capabilities; summons different people to engage in deliberative encounters; and provokes the self to be reflectively open towards that which remains in becoming. This leads him to posit that taOarrufE(associational knowing) has the potential to cultivate humanity. His notion of taOarruf extends practices of tarbiyyah (rearing), taOlim (learning), and taOdib (good education) associated with Muslim educational philosophy.
Print: View Print Version
-
Teacher Education for Transformative Agency
0R365,00Many teacher education programs globally are undergoing significant changes in response to government policy, imperatives driven by global competitiveness, as well as local conditions. This is particularly relevant in the South African context where teacher education seeks to navigate from the ravages of apartheid education towards addressing the developmental needs of the majority of its citizens.
This book records and explores efforts by academic staff members within the Faculty of Education at Stellenbosch University, South Africa, responding to the demands of a new program in initial teacher education. It brings together diverse views seeking to present a coherent program in the Postgraduate Certificate in Education (PGCE). It examines how curriculum design unfolds across disciplines in the program, and crucially, the commonalities in the presentation of course material. Lecturers examine the purpose, structure and content of their teaching as they engage with putting democratic policy goals into practice in the core, as well as subject-specific modules of the program.
eBook: View eBook Version
-
Teacher Education for Transformative Agency
0R295,00Many teacher education programs globally are undergoing significant changes in response to government policy, imperatives driven by global competitiveness, as well as local conditions. This is particularly relevant in the South African context where teacher education seeks to navigate from the ravages of apartheid education towards addressing the developmental needs of the majority of its citizens.
This book records and explores efforts by academic staff members within the Faculty of Education at Stellenbosch University, South Africa, responding to the demands of a new program in initial teacher education. It brings together diverse views seeking to present a coherent program in the Postgraduate Certificate in Education (PGCE). It examines how curriculum design unfolds across disciplines in the program, and crucially, the commonalities in the presentation of course material. Lecturers examine the purpose, structure and content of their teaching as they engage with putting democratic policy goals into practice in the core, as well as subject-specific modules of the program.
Print: View Print Version
-
Teaching In and Beyond Pandemic Times
0R230,00Here for the first time is an account of the inner lives of teachers during and immediately after the pandemic lockdown. What is teaching like during a pandemic? How did teachers manage their emotional lives as colleagues became infected, hospitalised, and died? What did teachers actually do to bridge the gap in teaching and learning where schools and homes lacked electronic resources? These are amongst the many questions on which this collection of teacher stories sheds light. Most of these are stories of hope, resilience, and enormous courage in the face of a deadly virus. Your faith in teachers and teaching will be restored after reading this book.
Print: View Print Version
-
Telling Stories Differently
0R365,00The aim of this book is to share a relatively loose collection of studies using digital storytelling as a pedagogical tool in Cape Peninsula University of Technology (CPUT). The book takes an informed social justice approach to teaching and learning, at the heart of which is the exploration of DST as a practice of voice and agency. Voice and agency are important in excavating and recovering subjugated identities, and moving the concerns of those occupying subaltern spaces to the
mainstream of teaching and learning. Yet this discursive shift is not without inherent challenges. Multi-modal technologies are reflective of wider inequities in the so-called technological divide.
Whilst this is a book about higher education, there are important lessons for schooling. On the one hand, the book is a powerful demonstration of the potential of DST for enhancing learning in schools, particularly in schools serving the poor and marginalised. On the other hand, improving teaching and learning in higher education, through the creative use of technology, is essential to overcome the learning challenges of those entering tertiary level institutions.
-
The Changing Face of Colonial Education in Africa
0R340,00The Changing Face of Colonial Education in Africa offers a detailed and nuanced perspective of colonial history, based on 15 years of research that throws fresh light on the complexities of African history and the colonial world of the first half of the twentieth century. It provides an analytical background to the history of education in the colonial context by balancing contributions by missionary agencies, colonial government, humanitarian agencies, scientific experts and African agents. It offers a foundation for the analysis of modern educational policy for the postcolonial state. It attempts to move beyond clichs about colonial education to an understanding of the complexities of how educational policy was developed in different places at different times while giving credence to arguments that see schooling as a form of social control in the colonial environment. It is essential reading for academics, researchers and policymakers looking to better understand colonial education and contextualize modern developments related to the decolonizing African education. It is intended to provide an essential background for policy-makers by demonstrating the significance of a historical perspective for an understanding of contemporary educational challenges in Africa and elsewhere.E
Print: View Print Version
-
The Changing Face of Colonial Education in Africa
0R425,00The Changing Face of Colonial Education in Africa offers a detailed and nuanced perspective of colonial history, based on 15 years of research that throws fresh light on the complexities of African history and the colonial world of the first half of the twentieth century. It provides an analytical background to the history of education in the colonial context by balancing contributions by missionary agencies, colonial government, humanitarian agencies, scientific experts and African agents. It offers a foundation for the analysis of modern educational policy for the postcolonial state. It attempts to move beyond clichs about colonial education to an understanding of the complexities of how educational policy was developed in different places at different times while giving credence to arguments that see schooling as a form of social control in the colonial environment. It is essential reading for academics, researchers and policymakers looking to better understand colonial education and contextualize modern developments related to the decolonizing African education. It is intended to provide an essential background for policy-makers by demonstrating the significance of a historical perspective for an understanding of contemporary educational challenges in Africa and elsewhere.E
eBook: View eBook Version
-
The Educational Pathways and Experiences of Black Students at Stellenbosch University
0R356,00This book features incisive qualitative understandings of key dimensions of the socio-educational pathways and experiences of black students at Stellenbosch University.
-
The Educational Practices and Pathways of South African Students across Power-Marginalised Spaces
0R225,00The lived experiences of students’ educational practices are analysed and explained in terms of the book’s plea for the recognition of the ‘multi-dimentionality’ of students as educational beings with unexplored cultural wealth and hidden capitals. The book presents an argument that student lives are entangled in complex social-spatial relations and processes that extend across family, neighbourhood and peer associations, which are largely misrecognised in educational policy and practice. The book is relevant to understanding the role of policy, curriculum and pedagogy in addressing the educational performance of working-class youth.
Print: View Print Version
-
The Educational Practices and Pathways of South African Students across Power-Marginalised Spaces
0R280,00The lived experiences of students? educational practices are analysed and explained in terms of the book’s plea for the recognition of the ‘multi-dimentionality’ of students as educational beings with unexplored cultural wealth and hidden capitals. The book presents an argument that student lives are entangled in complex social-spatial relations and processes that extend across family, neighbourhood and peer associations, which are largely misrecognised in educational policy and practice. The book is relevant to understanding the role of policy, curriculum and pedagogy in addressing the educational performance of working-class youth.
eBook: View eBook Version
