This book is an autobiography/memoir of a South African scientist and academic leader which honestly explores the inter-relation between professional/public and private life, revealing what happens to a person’s inner being and family as a career unfolds over a lifetime. It shows how chance and opportunity affect such a life, how the elusive qualities responsible for repeated survival and success can be retrospectively identified, with lessons for the young and hopeful who might wish to tread on a similar path.

The story also maps onto the country’s history, by including crucial aspects of the closely linked spheres of higher education, research and scholarship in both the protagonist’s home country, South Africa and some of the strongest centres in Britain and America. It describes the life-path of an individual citizen who sought to change, and in some key instances did change, the basic workings of higher education and research as the country went through the post-apartheid transition. The author developed a special interest and skill in building new institutions such as the Academy of Science of South Africa (ASSAf) and a number of highly successful research institutes and consortia in a changing country.

The major part of the book amounts to a concise history of higher education and research in the democratic era in SA, but, unusually, readers of the book will be able to see into many aspects of workings that are usually hidden from the public gaze, yet may significantly affect their own lives or those of their communities. The story of a love-marriage impacted by a prolonged health tragedy is fully interwoven with the professional narrative in a completely open and telling manner.

It is the authors’ belief that a diverse market for such an autobiography/memoir exists in South Africa and possibly abroad. There are few ‘warts and all’ memoirs in this domain, and few understand how scientists and university leaders function as people in their apparently uncomplicated ‘white-coated’ or ‘ivory tower’ public lives.

In this book, Clifford Mayes and his associates take archetypal pedagogy-a Jungian approach to teaching and learning-and extend it beyond just the "educational processes" that take place in classrooms, which are those spaces that a culture dedicates to the generation and acquisition of codified scholastic knowledge. It looks at the archetypal dynamics of teaching and learning as fundamental to human existence itself. From the cradle to the grave, we are involved in informing and shaping the worldviews of others, just as they are involved in impacting ours. Deep relationship, an I-Thou relationship not only allows but requires this to be the case so that the discussants can become what Martin Buber called "dialogical partners," engaged in both mutual critique and mutual affirmation, as they reach knew planes of knowledge and even presence. Such teaching and learning are what Mayes calls "educative acts." This book explores educative acts in a wide range of venues and concerning a variety of issues.

The book is both a call to action and a how-to guide to effective teaching. It is written in a readable, accessible style, yet it is supported by a wealth of knowledge and experience. The intended audience is aspiring and current secondary school teachers and administrators, curriculum directors, and college education professors, as well as lay people interested in practical progressive education. This book offers dozens of strategies and original ideas to enhance teaching all manner of students in all kinds of secondary schools.

"Good lesson plans have an almost mysterious power; they declare that all information can be interesting, that every skill acquired broadens our potentials to make a better world, and that all impassioned activity leads to learning. Our best teachers have shown us over and over that life is not a struggle against boredom and compliance; it is a wonder to be apprehended. Every bit of SEL you can integrate into your planning will not only begin to heal the wounds of passivity, racism, and inequity, but also give students an experience today, in your classroom, of that better world." Jeffrey Benson draws from his 40-plus years of experience as a teacher and an administrator to provide explicit, step-by-step guidance on how to incorporate social and emotional learning (SEL) into K-12 lesson planning-without imposing a separate SEL curriculum. The book identifies SEL skills in three broad categories: skills for self, interpersonal skills, and skills as a community member. It offers research-based strategies for seamlessly integrating these skills into every section of lesson plans, from introducing a topic in a way that sparks students' interest, to accessing prior knowledge, providing direct instruction, allowing time for experimentation and discovery, using formative assessment, and closing a lesson in a purposeful rather than haphazard manner. In addition to practical advice on lesson planning that can lead to improved student motivation and achievement, Benson offers inspiration, urging both new and veteran teachers to seize every opportunity to develop caring, joyful communities of learners whose experiences and skills can contribute to a better, more equitable world both inside and outside the classroom.

The radical right is having a moment. A wave of right-wing populist movements predicated on nationalism, xenophobia, racism, and the delegitimization of leftist politics are making political gains across the globe. Discipline of the Conjuncture: Education in a Time of Crisis employs conjunctural analysis to explore the rise of a radical right politics in the United States as a social phenomenon bound up with a series of crises at work in the contemporary social formation and to think through the implications of this analysis for educational scholars, activists, and practitioners committed to the realization of a more democratic and justice world. Discipline of the Conjuncture constructs a history of the present through conjunctural analysis and builds on this inquiry to construct a model for critical educational scholarship and pedagogical practice that can contribute to the urgent political demands of this historical moment.

Education is a social practice that poses ethical questions of policy and practice at every level and at almost every turn - what we teach, how we teach, how we organise educational provision, how we research it, who controls it, and what principles drive policy nationally and internationally. This collection is rooted in the author's experience in the education system nationally and internationally over half a century, and reflects both the educational history of this period and the author's experience as a teacher, parent, school governor, teacher trainer, educational researcher, senior leader in higher education, and advisor to governments in many parts of the world. It is, then, historically located, but the approach to ethical questions is primarily in the tradition of analytic philosophy, and applied and situated ethics.

In this book, Clifford Mayes and his associates take archetypal pedagogy-a Jungian approach to teaching and learning-and extend it beyond just the "educational processes" that take place in classrooms, which are those spaces that a culture dedicates to the generation and acquisition of codified scholastic knowledge. It looks at the archetypal dynamics of teaching and learning as fundamental to human existence itself. From the cradle to the grave, we are involved in informing and shaping the worldviews of others, just as they are involved in impacting ours. Deep relationship, an I-Thou relationship not only allows but requires this to be the case so that the discussants can become what Martin Buber called "dialogical partners," engaged in both mutual critique and mutual affirmation, as they reach knew planes of knowledge and even presence. Such teaching and learning are what Mayes calls "educative acts." This book explores educative acts in a wide range of venues and concerning a variety of issues.

Promoting Children's Rights in European Schools explores how facilitators, teachers and educators can adopt and use a dialogic methodology to solicit children's active participation in classroom communication. The book draws on a research project, funded by the European Commission (Erasmus +, Key-action 3, innovative education), coordinated by the University of Modena and Reggio Emilia, Italy, with the partnership of the University of Suffolk, UK, and the University of Jena, Germany. The author team bring together the analysis of activities in 48 classes involving at least 1000 children across England, Germany and Italy. These activities have been analysed in relation to the sociocultural context of the involved schools and children, a facilitative methodology and the use of visual materials in the classroom, and engaging children in active participation and the production of their own narratives. Each chapter looks at reflection on practice, outcomes, and reaction to facilitation of both teachers and children, drawing out the complex comparative lessons within and between classrooms across the three countries.

Drawing upon the long tradition of recalcitrant thought in Western humanist scholarship, this book rethinks education and educational research at a time of intense social transformation. By revisiting a range of post-foundational ideas and developing their own methodological experiment, Stephen Carney and Ulla Ambrosius Madsen reimagine the possibilities for the comparative study of education. Exploring the experiences of young people in Denmark, South Korea and Zambia, this book illustrates how these very different contexts are increasingly connected by common narratives of purpose, as well as overheated promises of success. Focusing on the writings of Jean Baudrillard, the authors examine them in the context of works by other theorists of modernity, to explore processes of simulation and disappearance that are shaping life worldwide. In the process, the authors paint a rich portrait of education and schooling as a site of joy, hope, pain and ambivalence. Encompassing both theoretical and methodological innovation, Education in Radical Uncertainty provides inspiration for scholars and students attempting to approach the fields of comparative education, education policy and youth studies anew.