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:

• South African policy and legislation relevant to diversity issues
• Cross-cultural communication
• Teaching in the linguistically diverse classroom
• Multicultural approaches to curriculum and learning material
• Positive discipline in the culturally diverse classroom

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.

Educational Psychology in Social Context: Ecosystemic applications in southern Africa is a tried-and-tested textbook that 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 BEd, BEd (Hons) and PGCE, and as a handbook for teachers in the field.

Reflections on race, language, colonial, postcolonial and decolonial knowledge projects that explore the pitfalls and possibilities that face South African universities and a post-apartheid generation inventing the future of knowledge.

Predicaments of Knowledge explores the difficult questions South African universities face after apartheid: Is there a difference between Africanising a university and decolonising a university? Or between deracialising and decolonising curricula taught at universities across disciplines?

Through a range of reflections on race, language, colonial, postcolonial and decolonial knowledge projects this book clarifies the pitfalls and possibilities that face a post-apartheid generation inventing the future of knowledge.

Current plans to ‘decolonise’ the university after apartheid often conflate three distinct but equally important imperatives: decolonisation, deracialisation and Africanisation. These distinction between decolonisation and deracialisation is sometimes conflated in the political demands put to universities as well. By parsing out the distinction between decolonisation, deracialisation and Africanisation Suren Pillay emphasises all three as important but distinct imperatives.

Drawing on more than two and half decades of the author’s participation in these debates, the essays gathered here are to be read as ‘interventions’ in a larger living debate. They elucidate what our predicaments might be rather than foreclose debate or solutions and are dialogical in spirit even when occasionally polemical in tone. They self-consciously seek to be in conversation with prior continental African and Latin American experiences, as well as offer reflections on current South African debates.

Teaching–Learning Dynamics is a field-leading teacher education textbook that has been used by student teachers and beginner teachers across South Africa for over 20 years. The new fifth edition has updated content to: Bring it in line with the Curriculum Assessment Policy Statements (CAPS) and other recent South African curriculum policy changes; include a new chapter on the theoretical foundations of teaching and learning; include a chapter on using media in the classroom. This book is now in a more reader-friendly design and format, including key terms and definitions for each chapter, note boxes in the margins and QR codes linking readers to useful online videos and resources. The aim of this book is to support and empower both students and teachers with as many practical resources as possible including lesson plans, assessment tools, lesson transcripts, case studies and more. It also supports lecturers with a range of additional resources including multiple-choice questions, short answer questions and a range of PowerPoint slides with activities to encourage student participation and engagement.

Despite two-and-a-half decades of black majority rule after 1994, much of South African higher education in the area of humanities continues to embrace European models and paradigms. This is despite concepts such as Africanisation, indigenisation and decolonisation of the curriculum having become buzzwords, especially after the #MustFall campaigns, student-led protests from 2015.

This book argues that, beyond the use of internally constructed strategies to foster curriculum transformation in South Africa, it is important to draw lessons from the curriculum transformation efforts of other African countries and African-American studies in the United States (US).

The end of colonialism in Africa from the 1950s marked the most important era in curriculum transformation efforts in African higher education, evident in the rise of leading decolonial schools: the Ibadan School of History, the Dar es Salaam School of Political Economy and the Dakar School of Culture. These centres used rigorous research methods such as nationalist historiography and oral sources to challenge Eurocentric epistemologies. African-American studies emerged in the US from the 1920s to debunk notions of white superiority and challenge racist ideas and structures in international relations. The two important schools of this scholarship were the Atlanta School of Sociology and the Howard School of International Affairs.

Teaching Grade R promotes a participatory and child-centred approach to learning, based on a pedagogy of play that positions the 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 this pedagogy can be used in classroom practice.

This second edition includes:

• Updated theories and debates in relation to child development and insights gained through neuroscience
• Alternative constructions of children, both from a sociological and in particular an African perspective, have been considered
• A new section on self-care of the teacher
• The inclusion of the environment as the third teacher
• A further exploration of alternative informal assessment approaches, including pedagogical documentation
• Laying a foundation for IT literacy through ECD-appropriate coding
• Using STEAM (Science, Technology, Engineering, Art and Mathematics) to enhance the integrated curriculum

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.

Drawing from the combined experiences of Mike Peng and Klaus Meyer, International Business provides a comprehensive insight into contemporary business practices.

Covering recent global developments and current issues such as the COVID-19 pandemic, Brexit, the social and environmental impact of globalization and progress in responsible business practices, as well as the historical context of international business, this fourth edition highlights the complex nature of global business.

An unforgettable memoir in the tradition of The Glass Castle about a young girl, who, kept out of school, leaves her survivalist family and goes on to earn a PhD from Cambridge University.

Tara Westover was seventeen the first time she set foot in a classroom. Born to survivalists in the mountains of Idaho, she prepared for the end of the world by stockpiling home-canned peaches and sleeping with her “head-for-the-hills” bag. In the summer she stewed herbs for her mother, a midwife and healer, and in the winter she salvaged metal in her father’s junkyard.

Her father distrusted the medical establishment, so Tara never saw a doctor or nurse. Gashes and concussions, even burns from explosions, were all treated at home with herbalism. The family was so isolated from mainstream society that there was no one to ensure the children received an education, and no one to intervene when an older brother became violent.

When another brother got himself into college and came back with news of the world beyond the mountain, Tara decided to try a new kind of life. She taught herself enough mathematics, grammar, and science to take the ACT and was admitted to Brigham Young University. There, she studied psychology, politics, philosophy, and history, learning for the first time about pivotal world events like the Holocaust and the Civil Rights Movement. Her quest for knowledge transformed her, taking her over oceans and across continents, to Harvard and to Cambridge University. Only then would she wonder if she’d traveled too far, if there was still a way home.

Educated is an account of the struggle for self-invention. It is a tale of fierce family loyalty, and of the grief that comes from severing one’s closest ties. With the acute insight that distinguishes all great writers, Westover has crafted a universal coming-of-age story that gets to the heart of what an education is and what it offers: the perspective to see one’s life through new eyes, and the will to change it.

In South African higher education, the images of dysfunction are everywhere. Student protests. Violence. Police presence. Rubber or real bullets. Class disruptions. Burning tyres. Damaged buildings. Injury and sometimes death. Reports of wholesale corruption. Year after year, often in the same set of universities; the problem of routine instability seems insoluble. The financial, academic and reputational costs of ongoing dysfunction are high, especially for those universities caught-up in the never-ending struggle to overcome apartheid legacies. Any number of explanations have been ventured, including a lack of resources, shortage of capacity, rural location, corrupt officials, and endemic conflict. Corrupted takes a deeper look at dysfunction in an attempt to unravel the root causes in a sample of South African universities.

At the heart of the problem lies the vexed issue of resources or, more pertinently, the relationship between resources and power: who gets what, and why? Whatever else it aspires to be - commonly, a place of teaching, learning, research and public duty - a university in an impoverished community is also a rich concentration of resources around which corrupt staff, students and those outside of campus all vie for access.

Taking a political economic approach, Jonathan Jansen describes the daily struggle for institutional resources and offers accessible, sensible insights. He argues that the problem won't be solved through investments in 'capacity building' alone because the combination of institutional capacity and institutional integrity contributes to serial instability in universities. Rather, durable solutions would include the depoliticisation of university councils and appointments of academics with integrity and capacity to manage and lead these fragile institutions.

This groundbreaking and long overdue study will offer a promising way forward for universities to better serve their communities and the country more broadly.

Practical guide to facilitating language learning 4estimulates creative thinking in the classroom and makes language learning fun. Students teachers will find guidance on creating interesting lessons for a multilingual environment and how to develop language confidence in their learners. Practical guide to facilitating language learning is aimed at English methodology or language methodology courses offered in BEd, BEd (Honours), ACE and PGCE qualifications as well as the professional teachers. It is designed to address all phases but it is particularly well suited to Intermediate and Senior Phase.

A teacher's role is fundamental in the acquisition of the much-needed mathematical skills and knowledge that form part of children's early development and beyond. From the year before learners enter formal schooling (Grade R) to the end of the Foundation Phase (Grade 3), teachers contribute to the most important learning cycle and lay the groundwork for learners for the rest of their schooling years. Teaching Foundation Phase Mathematics provides crucial insights into basic principles that are applied both globally and locally with an in-depth discussion of the concepts and theories that underlie the teaching of mathematics to learners at a young age. The terms Africanisation, decolonisation of the curriculum and ethno mathematics are also discussed. Carefully considering the CAPS documents issued by the Department of Basic Education in 2012, themes revolve around the physical, social and conceptual knowledge that learners need to acquire and build on in mathematics in order to fully comprehend and develop their skills for the future. Teaching Foundation Phase Mathematics is the essential guide for beginner teachers and students to prepare their classrooms, plan lessons to support the acquisition of mathematical skills and knowledge, and teach mathematics with confidence in a multicultural classroom. The book will also help parents understand what their children are required to learn in the mathematics classroom.

If you are wanting insight into the vibrant field of educational psychology in South Africa at the present moment, this is the book for you. Researchers and practitioners from sixteen South African universities have collaborated to provide succinct, thoughtful and contextually relevant insights into the dynamics encountered in educational psychology today. Educational psychology as a science is explored within a variety of environments and connected to the dynamic profession of being an educational psychologist. The text presents South African examples, which are deeply rooted in the South African context, and presents nuanced understandings of the complexities of educational Psychology as a developing field.

Life Orientation in the Senior and Further Education and Training phases (called Life Skills in the Intermediate Phase) is a compulsory school subject. The purpose of this subject is to empower learners to achieve their full physical, intellectual, personal, emotional and social potential. Life Orientation for South African teachers will guide educators in helping their learners to become fully functional individuals and responsible citizens of a democratic society, able to cope with life and all the challenges it presents.

Life Orientation for South African teachers is a comprehensive textbook on the subject of Life Orientation, providing educators with in-depth knowledge as well as teaching skills to deal with the wide variety of themes within the subject. Besides the theoretical foundation, there are case studies, reflective questions and activity boxes to assist with practical application of the topics covered in each chapter.

Contents include the following:

• The health promotion model
• Self-care for teachers
• The role of the school-based support team
• South African perspectives on lay counselling
• The impact of Covid-19
• Emotional intelligence
• Gender-based violence
• Developments in religion and worldviews

Life orientation for South African teachers is aimed at pre-service teachers as well as those already in service in South African schools.

Die arbeidswetgewing wat betrekking het op die onderwysomgewing is omvattend en dek ’n groot verskeidenheid aspekte waarmee almal binne hierdie omgewing op een of ander stadium te doen kry. Waar daar in die verlede moontlik ’n vae begrip van veral wette en regulasies ten opsigte van diensvoorwaardes by meeste werknemers in die onderwys teenwoordig was, is dit nou onontbeerlik om ’n basiese begrip van alle relevante wetgewing en regulasies wat van toepassing is, te hê. Veral onderwysers kan hulle in die spreekwoordelike mynveld bevind indien hulle nie seker maak dat hulle oor die basiese kennis van onderwysreg beskik nie. Dit word gestaaf deur die talle hofsake, dispute, mediasies, dissiplinêre verhore en die dikwels onaangename implikasies daarvan vir indiwidue (en hul gesinne) wat voortspruit uit aanklagte teen oortreders in alle sektore van die onderwys.

Wetswysigings na aanleiding van veranderde omstandighede binne die onderwys, lei tot die behoefte om voortdurend op die hoogte van die implikasies en toepassing daarvan te wees. Hierdie dringende behoefte geld nie alleen vir skoolhoofde nie, maar vir elkeen betrokke by onderwys. Aan die een kant berus die korrekte toepassing en implementering by die beheerliggaam en die hoof van ’n inrigting, maar aan die ander kant raak dit die mense wat daar werksaam is. Die skrywers van hierdie boek het nie alleen ’n deeglike besef van hierdie noodsaaklike behoefte nie, hulle spreek dit ook baie effektief aan deur middel van hulle uiters waardevolle ervaring. Hierdie ervaring spruit voort uit praktiese betrokkenheid by die onderwys asook deeglike navorsing op die terrein van onderwysreg.

Kennis van al die aspekte wat in hierdie boek aangespreek word, verbeter ongetwyfeld die kwaliteit van die onderrig– en leerproses in die klaskamer – ’n broodnodige doelwit om na te streef. Dit skep ook ’n veiliger omgewing waarbinne elkeen funksioneer. Persoonlik is ek baie dankbaar vir die bydrae wat deur middel van hierdie handige handleiding gemaak word tot die uiteindelike kwaliteit van onderwys in Suid Afrika.

The third edition of Occupationally-directed ETD Practices has been written, providing the Education, Training and Development (ETD) Practitioner with a practical textbook for the purpose of learning and professional practice. This book has been published during an exciting time in the history of skills development in South Africa.

Teaching Strategies for Quality Teaching and Learning provides an introduction to nine teaching strategies that can be used in a range of educational settings, from school to higher education.

The teaching strategies presented in the book forms the foundation for quality teaching and learning, and each strategy is approached in a pragmatic way, with a focus on when, why and how the strategy can be used.

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.

Education Studies addresses the study of education and its foundations.

Features:

• Learning objectives and mind maps that represent the structure of the chapter and provide an overview of the material to be covered
• Case studies which provide real-life examples from history as well as current affairs to engage students' interest and allow them to put theory into practice
• Questions that elicit a personal response to content covered in the chapters and allow students to analyse and consolidate information
• The history of education section includes more on the history of southern African countries and indigenous knowledge as well as pre-colonial education
• A new chapter on education in Botswana, Lesotho and Swaziland
• A new section on the psychology of education, with chapters on learning theories and development, and pedagogy
• Chapter 10 offers an increased focus on practical reason, incorporating concepts such as autonomy, socialisation and indoctrination