![]() |
![]() |
Your cart is empty |
||
Books > Social sciences > Education > Higher & further education
“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.
Destructive forces have been eroding the University of Cape Town, Africa’s leading university. This book tells the sad, true tale of what has been transpiring. It is a saga of lunacy, criminality, pandering, and identity politics. The mad and the bad – the deranged, deluded, the depraved – have been granted endless latitude in bullying and abusing others. The decline began in 2015 with the Rhodes Must Fall protest that resulted in the offending statue’s removal within a month, and which spawned similar protests abroad. Emboldened by their local success, the protestors issued new and ever-increasing demands later that year and then again in 2016 and 2017. Their methods also became criminal – including intimidation, assault, and arson. The university leadership capitulated to this behaviour, and this fostered a broader and now pervasive toxic environment within the institution. These developments offer important lessons for universities around the world that are yielding to the forces of a faux “progressivism”.
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.
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.
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.
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:
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.
Teachers Discovering Computers introduces future educators to the benefits and possibilities of technology and digital media in teaching. Students will learn about the latest trends in technology and how to integrate these concepts into the South African classroom using a variety of practical applications. This title provides tomorrow's teachers with extensive ideas and resources for teaching today's digital learners through integrating technology into their curriculum.
Student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to improve higher education teaching and learning, and other areas of student tertiary experience. Despite this, little academic literature has focussed on the experiences of academics, higher education leaders and managers. The final title in the Chandos Learning and Teaching Series to focus on student feedback, Enhancing Learning and Teaching through Student Feedback in the Medical and Health Sciences expands on topics covered in the previous publications, focussing on the medical and health science disciplines. This edited title includes contributions from experts in higher education quality, and student feedback from a range of countries, such as Australia, Europe, Canada, the USA, the UK, South East Asia and India. The book is concerned with the practices of evaluation and higher education quality in medical and health science disciplines, with particular focus on student feedback. The book begins by giving a discipline-specific overview of student feedback in medical and health sciences, before moving on to take a global perspective. The penultimate chapter considers the accountability of student evaluations in health and medical sciences, before a conclusion summarises the practices of student feedback and accountability in medical and health sciences, and suggests future improvements.
This title is the second Chandos Learning and Teaching Series book
that explores themes surrounding enhancing learning and teaching
through student feedback. It expands on topics covered in the
previous publication, and focuses on social science disciplines.
The editors previously addressed this gap in their first book
Student Feedback: The cornerstone to an effective quality assurance
system in higher education. In recent years, student feedback has
appeared in the forefront of higher education quality, in
particular the issues of effectiveness and the use of student
feedback to affect improvement in higher education teaching and
learning, and also other areas of student tertiary experience. This
is an edited book with contributions by experts in higher education
quality and particularly student feedback in social science
disciplines from a range of countries, such as Australia, Europe,
Canada, the USA, the UK and India. This book is concerned with the
practices of evaluation and higher education quality in social
science disciplines, with particular focus on student feedback.
This book covers ethical behaviour in the online classroom. Written
for distance education students in higher education worldwide, the
book serves as a guide for students in the e-classroom in examining
ethical theories and behaviour. A number of salient questions are
addressed: What is ethical? What does ethical behaviour consists of
in an e-classroom? What are violations of ethics in the
e-classroom? Students will have the opportunity to review real-life
ethical dilemmas in the online classroom, state their positions by
engaging in discussion, and reflect on the repercussions of
unethical behaviour. The way students define ethical behaviour can
impact how they engage with other online learners: students who
view and react differently to the world may learn and respond
differently. The book also explores opportunities for applied
ethics, definitions of a successful online learner, and critical
thinking concepts.
Student feedback has appeared in the forefront of higher education
quality, particularly the issues of effectiveness and the use of
student feedback to affect improvement in higher education teaching
and learning, and other areas of the students tertiary experience.
Despite this, there has been a relative lack of academic literature
available, especially in a book format. This book focuses on the
experiences of academics, higher education leaders and managers
with expertise in these areas.
This book outlines issues surrounding diversity among students,
faculty, and staff and how one urban university library is working
to embrace and celebrate the diversity found in its building, on
campus, and in the local community. This book illustrates how
universities are uniquely situated to engage students in
discussions about diversity and how academic libraries in
particular can facilitate and ease these discussions. A Diversity
Council and the projects and programs it has developed have been
instrumental in this work and may serve as an inspiration and
launch pad for other libraries. Diversity Programming and Outreach
for Academic Libraries details anecdotal experiences, and provides
practical suggestions for developing diversity programs and forming
collaborations with other campus units, regardless of size, staff,
or focus of the academic library.
In recent years, student feedback has appeared at the forefront of
higher education quality. In particular, the issues of
effectiveness and the use of student feedback to affect improvement
in higher education teaching and learning, and also other areas of
student tertiary experience. Despite this, there has been a
relative lack of academic literature, especially in book format,
focusing on the experiences of academics, higher education leaders
and managers with expertise in this area. This comprehensive book
addresses this gap.
Written from the perspective of a librarian, this book offers a
comprehensive overview of the impact of e-books on academic
libraries. The author discusses advantages to both researchers and
librarians and provides current examples of innovative uses of
e-books in academic contexts. This book reviews the current
situation in e-book publishing, and describes problems in managing
e-books in libraries caused by the variety of purchase models and
varying formats available, and the lack of standardisation. It
discusses solutions for providing access and maintaining
bibliographic control, looks at various initiatives to publicise
and promote e-books, and compares e-book usage surveys to track
changes in user preferences and behaviour over the last decade.
E-books have already had a huge impact on academic libraries, and
major advances in technology will bring further changes. There is a
need for collaboration between libraries and publishers. The book
concludes with reflections on the future of e-books in academic
libraries.
The use of e-learning strategies in teaching is becoming
increasingly popular, particularly in higher education. Online
Learning and Assessment in Higher Education recognises the key
decisions that need to be made by lecturers in order to introduce
e-learning into their teaching. An overview of the tools for
e-learning is provided, including the use of Web 2.0 and the issues
surrounding the use of e-learning tools such as resources and
support and institutional policy. The second part of the book
focuses on e-assessment; design principles, different forms of
online assessment and the benefits and limitations of e-assessment.
The sustainability of Networked Collaborative Learning (NCL) is a
key topic of discussion amongst the institutions where it has been
or may potentially be introduced. In order to determine the extent
of NCL's sustainability, the added value university education may
yield by adopting collaborative learning strategies must be
quantified. In turn, an understanding of the implications NCL
produces in terms of design and management is gained. After
comparing NCL with other Technology Enhanced Learning (TEL)
approaches and discussing the possible reasons for adopting it, a
multidimensional model for the sustainability of NCL is proposed.
The model is characterized by four dimensions: pedagogical
approaches, e-teacher professional development, instructional
design models and valuation/assessment approaches. Each of these
dimensions is examined on the basis of the author s direct
experience gained through applying NCL to his university teaching.
Teaching Information Literacy for Inquiry-Based Learning is highly
beneficial to those who teach or train people and need to develop
systematic ways of using information sources and tools to help them
participate in inquiry based learning. Whether at school, college,
university or work people need to use the wealth of information
around them effectively. They need to find things out, assemble,
process, evaluate, manage as well as communicate information.
Increasingly a fundamental part of being information literate and
an independent learner is being e-literate. This book helps the
trainer understand the learner and use appropriate methods to help
them explore and engage with being information and e-literate. It
also helps the learner to be conscious of what it means to be
information and e-literate and to use information effectively.
|
![]() ![]() You may like...
Recent Advances in Geometric…
Dragoslav S. Mitrinovic, J. Pecaric, …
Hardcover
R3,305
Discovery Miles 33 050
Modern Nuclear Physics - From…
Alexandre Obertelli, Hiroyuki Sagawa
Hardcover
R2,752
Discovery Miles 27 520
|