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.

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.

For a man who loves the order and structure of institutions, Shaun ‘Fush’ Fuchs is hard to pigeonhole. A school rugby star, a soldier, a provincial powerlifter, a renowned waterpolo coach, a lifelong entrepreneur, a dynamic teacher, and a beloved headmaster.

In his memoir, Fush, Shaun tells the story of a life dedicated to changing the lives of others. From his school days at Jeppe High School for Boys and his activism heading up the SRC of the South African Student Teachers Union, to his time as an army infantry officer and his memorable teaching career, Shaun has always had an irrepressible instinct to succeed and to lead no matter what happens and no matter what the challenges. Because he has had to leap hurdles and overcome adversity almost every step of the way, Shaun has sought to leave the institutions he has been a part of as better, more diverse, more inclusive environments, where children feel safe and everyone has a space to be themselves.

Covering love and loss, pageants and coups, false accusations of terrorism, and the love of hundreds of students who have passed through schools Shaun has been part of, Fush will make you laugh, cry and reconsider what it truly means to educate and lead by example.

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.

What is the aim of education in the 21st century? Is it to search for truth, to improve the human condition, or to bolster a country's economy and meet the workforce needs of the state? Or should the aim of education be focused on social, academic, cultur

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.

Classic and Contemporary Primary Source Readings. Classic Philosophical Questions has presented decades of students with the most compelling classic and contemporary primary source readings on the most enduring and abiding questions in philosophy. Classic Philosophical Questions is a longstanding and highly respected anthology of basic readings in philosophy, taken from ancient, modern, and contemporary sources. Issues are treated in a fundamentally open manner with arguments pro and con for the various positions covered. All selections are taken from primary sources, with introductions and study guides to facilitate reading for the beginning student. Teaching and Learning Experience Personalize Learning - MySearchLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals. Improve Critical Thinking - Philosophical issues, "To Think About" questions and quotations, biographical sketches, and more, all help to encourage students to examine their assumptions, discern hidden values, evaluate evidence and assess their conclusions. Engage Students - The selections within Classic Philosophical Questions contain explanatory introductions, study questions and a glossary of terms to facilitate easier reading for the beginning student. Support Instructors- Teaching your course just got easier! You can create a Customized Text or use our PowerPoint Presentation Slides. Plus, Classic Philosophical Questions maintains the independence of each work. It does not make the assumption that a student has previously read the material when it presents issues of knowledge, metaphysics, ethics, etc. - thus allowing you to arrange the order of topics to your course needs.

Basic Approach/Summary For preservice and inservice teachers studying the historical and philosophical foundations of education. An anthology of primary sources that explores the philosophy of teaching and learning through a wide variety of viewpoints throughout history. The introduction to the fourth edition of Philosophical Documents in Education asks the simple question, what does it mean to be educated? That simple but profound inquiry is answered throughout the anthology's 16 chapters by both classical and contemporary educators, progressives, and philosophers. Driven by the idea that students can better understand and practice their profession by reading, contemplating, and discussing philosophical and historical literature, this collection of primary sources exposes readers to a wealth of ideas regarding teaching, learning, schooling, and instruction - from ancient texts to modern selections.

Offering a balance of theory and applications and a mix of text and readings, Consider Ethics begins with chapters covering ethical theory, each of which is followed by related, classical readings. The book concludes with an examination of six contemporary ethical issues presented in a pro/con format with introductory material that places each issue in context. Featuring selections from the world's most influential philosophers, this combination of primary texts and explanatory pedagogy presents the material in a clear, accessible way that does not sacrifice rigor. Making connections among different ethical theories throughout, the text helps students to engage the subject matter and apply theories to important contemporary ethical issues. NEW! Pearson's Reading Hour Program for Instructors Interested in reviewing new and updated texts in Philosophy? Click on the below link to choose an electronic chapter to preview...Settle back, read, and receive a Penguin paperback for your time! http://www.pearsonhighered.com/readinghour/philosophy

A conservative college professor's compelling defense of liberal education Not so long ago, conservative intellectuals such as William F. Buckley Jr. believed universities were worth fighting for. Today, conservatives seem more inclined to burn them down. In Let's Be Reasonable, conservative political theorist and professor Jonathan Marks finds in liberal education an antidote to this despair, arguing that the true purpose of college is to shape people who are reasonable-and revealing why the health of our democracy is at stake. Drawing on the ideas of John Locke and other leading thinkers, Marks presents the case for why, now more than ever, conservatives must not give up on higher education. He recognizes that professors and administrators frequently adopt the language and priorities of the left, but he explains why conservative nightmare visions of liberal persecution and indoctrination bear little resemblance to what actually goes on in college classrooms. Marks examines why advocates for liberal education struggle to offer a coherent defense of themselves against their conservative critics, and demonstrates why such a defense must rest on the cultivation of reason and of pride in being reasonable. More than just a campus battlefield guide, Let's Be Reasonable recovers what is truly liberal about liberal education-the ability to reason for oneself and with others-and shows why the liberally educated person considers reason to be more than just a tool for scoring political points.

Published with a new preface, this innovative case study from Nova Scotia analyzes the relationship between rural communities and contemporary education. Rather than supporting place-sensitive curricula and establishing networks within community populations, the rural school has too often stood apart from local life, with the generally unintended consequence that many educationally successful rural youth come to see their communities and lifestyles as places to be left behind. They face what Michael Corbett calls a mobility imperative, which, he shows, has been central to contemporary schooling. Learning to Leave argues that if education is to be democratic and serve the purpose of economic, social, and cultural development, then it must adapt and respond to the specificity of its locale, the knowledge practices of the people, and the needs of those who struggle to remain in challenged rural places.

Some people have something to say in any conversation and can spot the hidden angles of completely unrelated problems; but how do they do it? So many books, apps, courses, and schools compete for our attention that the problem isn't a lack of opportunity to sharpen our minds, it's having to choose between so many options. And yet, more than two thousand years ago, the greatest thinker of Ancient Greece, Aristotle, had already discovered the blueprint of the human mind. Despite the fact that the latest cognitive science shows his blueprint to be exactly what sharpens our reasoning, subtlety of thought, and ability to think in different ways and for ourselves, we have meanwhile replaced it with a simplistic and seductive view of intelligence, education and the mind. Condensing that blueprint to six 'secrets', Craig Adams uncovers the underlying patterns of every discussion and debate we've ever had, and shows us how to be both harder to manipulate and more skilful in any conversation or debate - no matter the topic.

For any Study Skills or Student Success course with a critical thinking emphasis. This text is designed to facilitate students' understanding of how they think and to enhance their power to apply their thinking ability. Through the application of critical thinking to study skills and life skills topics, readers will increase their ability to understand how their minds work and to maximize their achievement. Students will learn how to apply problem solving, decision making, and logical reasoning processes to all aspects of their lives. Emphasis on personal action and responsibility encourages students to make well-considered choices and to be responsible for the consequences, helping them to avoid unexamined responses to people and situations. Critical thinking is consistently applied to college, career, and life situations. Through understanding how text topics apply to their own lives and goals, students can internalize the meaning of each thinking process. The book emphasizes the combination of knowledge and action, helping students to realize that their knowledge is useless unless it is actively applied toward desired outcomes. Once students master the basic thinking skills presented in this book, they will be ready to be effective "knowledge-workers", meeting and exceeding the demands of their employers in the twenty-first century global economy.

The transition from apartheid to the post-apartheid era has highlighted questions about the past and the persistence of its influence in present-day South Africa. This is particularly so in education, where the past continues to play a decisive role in relation to inequality. Between Worlds: German Missionaries and the Transition from Mission to Bantu Education in South Africa scrutinises the experience of a hitherto unexplored German mission society, probing the complexities and paradoxes of social change in education. It raises challenging questions about the nature of mission education legacies. Linda Chisholm shows that the transition from mission to Bantu Education was far from seamless. Instead, past and present interpenetrated one another, with resistance and compliance cohabiting in a complex new social order. At the same time as missionaries complied with the new Bantu Education dictates, they sought to secure a role for themselves in the face of demands of local communities for secular state-controlled education. When the latter was implemented in a perverted form from the mid-1950s, one of its tools was textbooks in local languages developed by mission societies as part of a transnational project, with African participation. Introduced under the guise of expunging European control, Bantu Education merely served to reinforce such control. The response of local communities was an attempt to domesticate - and master - the 'foreign' body of the mission so as to create access to a larger world. This book focuses on the ensuing struggle, fought on many fronts, including medium of instruction and textbook content, with concomitant sub-texts relating to gender roles and sexuality. South Africa's educational history is to this day informed by networks of people and ideas crossing geographic and racial boundaries. The colonial legacy has inevitably involved cultural mixing and hybridisation - with, paradoxically, parallel pleas for purity. Chisholm explores how these ideas found expression in colliding and coalescing worlds, one African, the other European, caught between mission and apartheid education.

Developing effective schools which provide relevant, meaning-filled, quality education in South Africa today is a daunting task. Since apartheid was dismantled, the educational environment of many schools is still rife with the structural inequalities and challenges that form part of apartheid's legacy. And in the current South African educational system, enabling policy frameworks only go so far in creating a meaningful school environment. This updated edition of The Learning School offers educators insights, guidelines and a holistic perspective on how to engage with the development of a school, using a psycho-social approach. It emphasises the importance of teachers having a sense of purpose and belonging in education; that teaching and learning can make a difference; and the crucial role teaching and learning can play as a healing force in society. It stresses that real and lasting change in schools can only happen through the passion and commitment of educators over a sustained period of time.

A look inside the minds of young children shows how we can better nurture their abilities to think and grow. Adults easily recognize children's imagination at work as they play. Yet most of us know little about what really goes on inside their heads as they encounter the problems and complexities of the world around them. In The Intellectual Lives of Children, Susan Engel brings together an extraordinary body of research to explain how toddlers, preschoolers, and elementary-aged children think. By understanding the science behind how children observe their world, explain new phenomena, and solve problems, parents and teachers will be better equipped to guide the next generation to become perceptive and insightful thinkers. The activities that engross kids can seem frivolous, but they can teach us a great deal about cognitive development. A young girl's bug collection reveals important lessons about how children ask questions and organize information. Watching a young boy scoop mud can illuminate the process of invention. When a child ponders the mystery of death, we witness how children build ideas. But adults shouldn't just stand around watching. When parents are creative, it can rub off on their children. Engel shows how parents and teachers can stimulate children's curiosity by presenting them with mysteries to solve. Unfortunately, in our homes and schools, we too often train children to behave rather than nurture their rich and active minds. This focus is misguided, since it is with their first inquiries and inventions-and the adult world's response to them-that children lay the foundation for a lifetime of learning and good thinking. Engel offers readers a scientifically based approach that will encourage children's intellectual growth and set them on the path of inquiry, invention, and ideas.

Educational preparation is currently steered by two oppositional forces in contemporary society: global connectedness and local diversity. The traditional notion that literacy entails the technical ability to decode abstract letters in order to recognise and form words and sentences is contested by the pedagogy of multiliteracies - that there is a wealth of linguistic and cultural pluralism in the world and that people can be part of multiple life contexts that overlap in interest, affiliation and education. Multiliteracies in education develops a pedagogical framework to weave multiliteracies into the fabric of the South African classroom. Multiliteracies in education takes the approach that knowledge is contextually situated and rapidly changing and diverse, which calls for new skills and flexibility, and the ability to work in teams. Chapters are sequenced according to the four pillars of the multiliteracies framework: overt instruction, situated practice, critical framing and transformed practice.

Everyone has the right to education. The main objective of any education system in a democratic society is to provide quality education for all learners, including those with physical, mental and socioeconomic challenges, so that they will be able to reach their full potential and contribute meaningfully to society throughout their lives. With the publication of the Education White Paper 6 in 2001, South Africa proclaimed its policy of inclusive education; however, this policy is not always clearly understood by educators. Addressing barriers to learning provides relevant and in-depth knowledge to prepare educators to teach all the learners in their class groups to the best of their ability. Addressing barriers to learning covers the complete continuum of barriers to learning as reflected in Education White Paper 6, including the most vulnerable of them: those who are economically and educationally disadvantaged; those with physical, sensory, intellectual, and/or learning impairment; those who are subjected to xenophobic behaviour and those displaying challenging behaviour who are at risk of exclusion. This latest edition also includes a new section on discrimination and sociocultural injustice towards LGBTQI (lesbian, gay, bisexual, transgender, queer, questioning and intersex) learners. Case studies offer practical examples and activities provide opportunities for hands-on experience with classroom practice and management, collaboration with all role players and mobilisation of community involvement, which is at the heart of true inclusion. Addressing barriers to learning is aimed at both prospective and current educators and other support professionals, including psychologists and therapists.

Philosophy developed as a form of rational inquiry practised in the cities of Ancient Greece. It involves the pursuit of wisdom and is both the predecessor and the complement of science, developing those issues that underlie science, and pondering those questions that are beyond the scope of science. In spite of a reputation as a difficult and abstract subject, philosophy is inseparable from our daily life. It has to do with our ideas of ourselves and the universe, and understanding the self and our existential space in the world. Philosophy in education and research maps the relationship between philosophy and research with the objective of advancing critical thinking skills.

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. It is thus obvious that it is a crucial subject to develop and support 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 as stated in the curriculum policy documents. Life Orientation for South African teachers provides educators with in-depth knowledge as well as teaching skills to deal with the wide variety of themes within the subject. Besides a theoretical foundation there are case studies, reflective questions and activity boxes to assist with practical application of the topics covered in each chapter. Life Orientation for South African teachers is aimed at pre-service as well as postgraduate students in education.

Educators are faced with more challenges today than ever before. Besides being interpreters and implementers of the curriculum, teachers need to understand curriculum design, curriculum approaches and models, legislation, and prescribed policies. They have to be able to analyse existing learning programmes and resource material in order to prepare instructional designs, with effective teaching, learning, and assessment in mind. Curriculum studies: Development, interpretation, plan and practice offers sound, detailed, and practical direction with reference to the CAPS, to help teachers to enhance teaching, learning, and assessment. This book narrows the gap between the curriculum plan, instructional design, and teaching practice. The views of Tyler, Stenhouse, Freire and others serve as a theoretical grounding for a deeper understanding of the teacher's role as interpreter of the curriculum. Reference is also made to the influence of contextual aspects, and practical guidance is provided in terms of curriculum innovation and teaching practice. The topics covered in this book include the following: The theoretical framing of curriculum design; Understanding the curriculum in context; Considering policy documents during curriculum interpretation and implementation; Practical guidance for putting curriculum plans into practice: from the intended to the enacted and the assessed Curriculum studies: Development, interpretation, plan and practice is aimed at teachers in the General Education and Training (GET) and Further Education and Training (FET) phases.