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City Of Broken Dreams brings the global debate about the urban university to bear on the realities of South African rust-belt cities through a detailed case study of the Eastern Cape motor city of East London, a site of significant industrial job losses over the past two decades. The cultural power of the car and its associations with the endless possibilities of modernity lie at the heart of the refusal of many rust-belt motor cities to seek alternative development paths that could move them away from racially inscribed, automotive capitalism and cultures. This is no less true in East London than it is in the motor cities of Flint and Detroit in the US.
Since the end of the Second World War, universities have become increasingly urbanised, resulting in widespread concerns about the autonomy of universities as places of critical thinking and learning. Simultaneously, there is increased debate about the role universities can play in building urban economies, creating jobs and reshaping the politics and identities of cities.
In City Of Broken Dreams, author Leslie Bank embeds the reader's understanding of the university within a history of industrialisation, placing-making and city building.
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.
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.
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.
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.
#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.
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.
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.
The reception year, before a child starts formal schooling in Grade 1, is critical in a child's development. It is in the Grade R year that the teacher has a unique opportunity to enhance the knowledge, skills, attitudes and values that will shape the child's later academic success. A high-quality Grade R programme is therefore very important. Teaching Grade R promotes a participatory and child-centred approach to learning, based on the pedagogy of play that positions 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 it can be used in the classroom to enhance learning.
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
Realigning Teacher Training in the 21st Century is the product of extensive research that was conducted by UNISA academics in five provinces in South Africa. In this project, 500 primary schools were targeted and the research aimed to find out how Annual National Assessments were affecting the performance of the learners. In addition, the study explored the curriculum and its challenges in schools. The findings clearly indicated that these schools face many challenges and that there is a need to realign teacher training in South Africa so that teaching and learning address the issues uncovered by the research. This book addresses ways that this realignment can happen. Each chapter focuses on a particular aspect or challenge, relating to the subjects that were targeted in the research project. The chapters offer a theoretical approach, where appropriate, and focus on practical changes that can be implemented.
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.
There is a growing sense of crisis and confusion about the purpose and sustainability of higher education in the United States. In the midst of this turmoil, students are frequently referred to as customers and faculty as employees, educational outcomes are increasingly measured in terms of hiring and salary metrics for graduates, and programs are assessed as profit and loss centers. Despite efforts to integrate business-oriented thinking and implement new forms of accountability in colleges and universities, Americans from all backgrounds are losing confidence in the nation's institutions of higher learning, and these institutions must increasingly confront what has proven to be an unsustainable business model. In Our Higher Calling, Holden Thorp and Buck Goldstein draw on interviews with higher education thought leaders and their own experience, inside and outside the academy, to address these problems head on, articulating the challenges facing higher education and describing in pragmatic terms what can and cannot change-and what should and should not change. They argue that those with a stake in higher education must first understand a fundamental compact that has long been at the heart of the American system: a partnership wherein colleges and universities support the development of an educated and skilled citizenry and create new knowledge in exchange for stable public investment and a strong degree of autonomy to pursue research without undue external pressure. By outlining ways to restore this partnership, Thorp and Goldstein endeavor to start a conversation that paves the way for a solution to one of the country's most pressing problems.
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
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