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”.

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.

Careers: An Organisational Perspective is a market-leading textbook on careers in the modern organisational context. The sixth edition reflects the most recent research and trends on the new unfolding nature of careers in the fast emerging digital-era employment environment. The book retains its popular blend of up-to-date theory, classical and contemporary research, application activities and real-life case scenarios that represent the cultural diversity of South Africa. Careers: An Organisational Perspective speaks to the national imperative for quality career development services for all South African citizens. The book continues to serve as a valuable resource for students, academics and practitioners who are eager to craft meaningful careers that enable them to thrive in the demanding and uncertain work sphere of Industry 4.0 (and beyond).

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.

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

Teaching is among the most admirable professions.

However, today’s teachers face unprecedented challenges – from limited funding to book banning. In classrooms across the world, teachers demonstrate resilience and ingenuity as they dedicate their lives to improving those of future generations.

Featuring a range of first-hand accounts, James Patterson explores the creative and noble work of teachers across America.

While the future may be in doubt, one thing is certain. Teachers change students’ lives.

This book is a journey of triumph and setback, of building something good in a world that doesn’t always welcome it. It’s about allies and adversaries, mentors and obstacles. Above all, it’s a story driven by social justice and the power of education to change lives and the resilience it takes to protect that power when it’s most at risk. A fascinating South African memoir that shares a story of hope and resilience.

At school, James Urdang was a troublemaking underachiever. Diagnosed with ADHD and Dyslexia at an early age, few could have imagined he’d go on to found Education Africa, an organisation that has helped educate thousands of young black South Africans.

Supported and mentored by Walter Sisulu, Nelson Mandela and Dr. Aggrey Klaaste − former Editor-in-Chief of The Sowetan – who became the organisation’s first chairman in 1992 − James, driven by determination and sheer audacity made his dream a reality. Until one day it all came crashing down as he faced a gruelling battle to save his NPO, Education Africa, from a hostile takeover by executives from a global financial institution.

International Encyclopedia of Education, Fourth Edition updates readers on emerging interests and developments in the field. The book presents comprehensive reviews of research in various areas, but also includes illustrations/examples from regions, nations, locations--situated and contrastive (i.e., rather than exemplars serving transferability rather than generalizability avoiding standardization and homogenizations). In so doing, this encyclopedia can serve topic-specific purposes as well as be enlisted in a fashion which binds together separate entries. Sections provide comprehensive reviews and the state of research, theory and practice in a fashion that is both historic and developmental.

In Realizing the Distinctive University: Vision and Values, Strategy and Culture, Mark William Roche changes the terms of the debate about American higher education. A former dean of the College of Arts and Letters at the University of Notre Dame, Roche argues for the importance of an institutional vision, not simply a brand, and while he extols the value of entrepreneurship, he defines it in contrast to the corporate drive toward commercialization and demands for business management models. Using the history of the German university to assess the need for, and implementation of, distinctive visions at American colleges and universities, Roche's own vision benefits from his deep connection to both systems as well as his experience in the trenches working to realize the special mission of an American Catholic university. Roche makes a significant contribution by delineating means for moving such an institution from vision to implementation. Roche provides a road map to creating a superb arts and sciences college within a major research university and offers a rich analysis of five principles that have shaped the modern American university: flexibility, competition, incentives, accountability, and community. He notes the challenges and problems that surface with these categories and includes ample illustration of both best practices and personal missteps. The book makes clear that even a compelling intellectual vision must always be linked to its embodiment in rhetoric, support structures, and community. Throughout this unique and appealing contribution to the literature on higher education, Roche avoids polemic and remains optimistic about the ways in which a faculty member serving in administration can make a positive difference. Realizing the Distinctive University is a must read for academic administrators, faculty members interested in the inner workings of the university, and graduate students and scholars of higher education.

One hundred and ten years ago, Maria Montessori, the first female physician in Italy, devised a very different method of educating children, based on her observations of how they naturally learn. In Montessori, Angeline Stoll Lillard shows that science has finally caught up with Maria Montessori. Lillard presents the research behind nine insights that are foundations of Montessori education, describing how each of these insights is applied in the Montessori classroom. In reading this book, parents and teachers alike will develop a clear understanding of what happens in a Montessori classroom and, more importantly, why it happens and why it works. Lillard explains the scientific basis for Montessori's system and the distinctions between practices in traditional, "Montessomething," and authentic Montessori education. Furthermore, in this new edition, she presents recent studies showing evidence that this alternative to traditional schooling does indeed make a difference. Montessori is indispensable reading for anyone interested in teaching, training, or considering Montessori schooling, in developmental psychology, or in understanding about human learning and education overall.

Qualitative interviewing is among the most widely used methods in the social sciences, but it is arguably the least understood. In The Science and Art of Interviewing, Kathleen Gerson and Sarah Damaske offer clear, theoretically informed and empirically rich strategies for conducting interview studies. They present both a rationale and guide to the science-and art-of in-depth interviewing to take readers through all the steps in the research process, from the initial stage of formulating a question to the final one of presenting the results. Gerson and Damaske show readers how to develop a research design for interviewing, decide on and find an appropriate sample, construct a questionnaire, conduct probing interviews, and analyze the data they collect. At each stage, they also provide practical tips about how to address the ever-present, but rarely discussed challenges that qualitative researchers routinely encounter, particularly emphasizing the relationship between conducting well-crafted research and building powerful social theories. With an engaging, accessible style, The Science and Art of Interviewing targets a wide range of audiences, from upper-level undergraduates and graduate methods courses to students embarking on their dissertations to seasoned researchers at all stages of their careers.

With All Your Mind makes a compelling case for the value of thinking deeply about education in America from a historically orthodox and broadly ecumenical Christian point of view. Few people dispute that education in America is in a state of crisis. But not many have posed workable solutions to this serious problem. Michael Peterson contends that thinking philosophically about education is our only hope for meaningful progress. In this refreshing book, he invites all who are concerned about education in America to "participate" in his study, which analyzes representative theories and practical strategies that reveal the power of Christian ideas in this vital area. Peterson addresses the most fundamental questions facing educators, and society in general, such as: What is the purpose of education? What goals do new techniques and methods serve? What kind of person is our educational system supposed to produce? He also explores questions of unique importance to Christians, such as: What is the relation between Christianity and the pursuit of intellectual excellence? How can Christians bring their faith to bear on all areas of knowledge? Can educated Christians significantly influence culture? With All Your Mind examines the key assumptions and implications of influential classical and contemporary philosophies with respect to education, including idealism, naturalism, Thomism, experimentalism, existentialism, linguistic analysis, and postmodernism. Based on this analysis, Peterson develops an unapologetically Christian philosophy of education in regard to curriculum design, instilling ethics and values, and the nature of teaching and learning. Peterson further advances the merits of an ecumenical Christian philosophy of education by showing how it can be used to analyze key issues in educational theory, such as the relation of general education to liberal learning, the integration of faith and learning, and the demand for professional and technical training. From a practical standpoint, Peterson's approach brings balance and common sense to issues such as the clash between public and private education, the rise of multiculturalism, the changing demographic and psychological profile of America's youth, and the impact of computer and Internet technology. With All Your Mind concludes with a stirring vision for education that is embedded in an all-encompassing Christian view of life. Using clear, jargon-free language, Peterson teaches a good deal of basic philosophy while developing a powerful argument for the value of liberal arts education iinteracting with Christian faith at all levels of schooling.

Mark W. Roche presents a clear, precise, and positive view of the challenge and promise of a Catholic university. Roche makes visible the ideal of a Catholic university and illuminates in original ways the diverse, but interconnected, dimensions of Catholic identity. Roche's vision of the distinct intellectual mission of a Catholic university will appeal to Catholics as well as to persons who are not Catholic but who may recognize through this essay the unexpected allure of a Catholic university.

Routledge Library Editions: Development will re-issue works which address economic, political and social aspects of development. Published over more than four decades these books trace the emergence of development as one of the most important contemporary issues and one of the key areas of study for modern social science. The books cover the most important themes within development and include studies of Latin America, Africa and Asia. Authors include Sir Alexander Cairncross, W. Arthur Lewis, Lord Peter Bauer and Cristobal Kay. An extensive collection of previously hard to access or out of print books, this set presents an unrivalled opportunity to build up a wealth of material in the field of development studies, with a particular focus upon economic and political concerns. The volumes in the collection offer both a global overview of the history of development in the twentieth century, and a huge variety of case studies on the development of individual nations.

Here are practical insights from an experienced principal about how to run a successful school. Organized into three sections (Beginning the School Year, During the School Year, and Ending the School Year) these tips are powerful and attainable. Each one is introduced by an inspiring quote, followed by practical advice on how to implement the strategy. The 169 tips include:
- Encourage Staff to Set Improvement Goals
- Take Staff on Neighborhood Visits
- Call Parents with Good News Early
- Learn What Parents and Students Want
- Give Messages That Students Are Safe
- Stress Procedures Early
- Be Visible Daily
- Keep No Secrets from Your Staff
- Don't Make Decisions to Keep Friends
- Don't Wait for Group Consensus
- Praise Twice
- Be a Nurturing Leader
- Use Peer Pressure
- Let Kids Work It Out
- Have Family Night Activities
- Admit Mistakes
- Learn to Handle Complaints to Your Superiors
- Have Written Goals and Update Them Regularly
- See the School through the Parent's Eyes
- It Is Better to Do a Few Things Well
2005, 200 pp. paperback

Beyond Interdisciplinarity examines the broadening meaning of core concept across academic disciplines and other forms of knowledge. In this book, Associate Editor of The Oxford Handbook of Interdisciplinarity and internationally recognized scholar Julie Thompson Klein depicts the heterogeneity and boundary work of inter- and trans-disciplinarity in a conceptual framework based on an ecology of spatializing practices in transaction spaces, including trading zones and communities of practice. The book includes both "crossdisciplinary" work (encompassing multi-, inter-, and trans-disciplinary forms) as well as "cross-sector" work (spanning disciplines, fields, professions, government and industry, and communities). The first section of the book defines and explains boundary work, discourses of interdisciplinarity, and the nature of interdisciplinary fields. In the second section, Klein examines dynamics of working across disciplines, including communication, collaboration, and learning with concrete examples and lessons from research projects and programs that transcend traditional fields. The closing chapter examines reasons for failure and success then presents gateways to literature and other resources. Throughout the book, Klein emphasizes the roles of contextualization and historical change while factoring in the shifting relationship of disciplinarity and interdisciplinarity, ascendancy of transdisciplinarity, and intersections with other constructs including Mode 2 knowledge production, convergence, team science, and postdisciplinarity. The conceptual framework she provides also includes the role of boundary objects, agents, and organizations in brokering differences and creating for platforms for change. Klein further explains why translation, interlanguage, and a communication boundary space are vital to achieving intersubjectivity and collective identity. They foster not only pragmatics of negotiation and integration but also reflexivity, transactivity, and co-production of knowledge with stakeholders beyond the academy. Rhetorics of holism and synthesis compete with instrumentalities of problem solving and transgressive critiques. However, typical warrants today include complexity, contextualization, collaboration, and socially-robust knowledge. Crossing boundaries remains complex, but this book guides readers through the density of pertinent literature while expanding understandings of crossdisciplinary and cross-sector work.

Is globalization making our world more equal, or less? Proponents of globalization argue that it is helping and that in a competitive world, no one can afford to discriminate except on the basis of skills. Opponents counter that globalization does nothing but provide a meritocratic patina on a consistently unequal distribution of opportunity. Yet, despite the often deafening volume of the debate, there is surprisingly little empirical work available on the extent to which the process of globalization over the past quarter century has had any effect on discrimination. Tackling this challenge, Discrimination in an Unequal World explores the relationship between discrimination and unequal outcomes in the appropriate geographical and historical context. Noting how each society tends to see its particular version of discrimination as universal and obvious, the editors expand their set of cases to include a broad variety of social relations and practices. However, since methods differ and are often designed for particular national circumstances, they set the much more ambitious and practical goal of establishing a base with which different forms of discrimination across the world can be compared. Deriving from a broad array of methods, including statistical analyses, role-playing games, and audit studies, the book draws many important lessons on the new means by which the world creates social hierarchies, the democratization of inequality, and the disappearance of traditional categories.

An account of what it was like to be educated at a school that was so radical, pupils were not required to attend lessons; and what happened to the pupils afterwards.