Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
|
Your cart is empty |
|||
Books > Social sciences > Education > Higher & further education > Students / student organizations
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.
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.
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.
This book explores the effects of trauma on newcomer students and presents stress-mitigating strategies that empower these multilingual students as they transition to a new environment. Diverse insights and experiences bring high-powered learning spaces to life. However, the cultural backgrounds of newcomer students and their families can be very different from the dominant norms of the new community, resulting in misalignments that constitute a persistent challenge. In addition, the process of arriving can exacerbate stress. Entering a new school or classroom means situating oneself within a new context of language, culture, community, and shifting personal identities. This transition shock contributes to a sense of diminished power. In serving these students, we can't afford to leave transition shock out of our conversations about trauma. We must not only stitch together pieces of culturally responsive practice and trauma-informed care but also become practitioners of stress-mitigating strategies that empower newcomer students. We must focus instruction on our students' unique identities. We must restore their power. In Restoring Students' Innate Power, newcomer educator and cultural competency expert Louise El Yaafouri presents An understanding of transition shock and how stress and trauma affect recent arrivers. The four pillars of transition shock and how they affect learning. How students see themselves and how the cultural aspects of their identities inform teachers' work in mitigating transition shock. How social-emotional learning links to trauma-informed practice. This book isn't exclusively about trauma; it's about restoring power. The distinction is critical. Focusing on the trauma or traumatic event roots us in the past. Restoration of power moves us forward.
Build learning environments that support Black girls' excellence and academic achievement. In this thought-provoking and illuminating book, former educator and social justice advocate Monique W. Morris addresses the harmful policies, practices, conditions, and assumptions that too often criminalize Black girls' behavior and steer them down "school-to-confinement pathways" in disproportionate numbers. The key to disrupting such punitive pushout is for educators to develop meaningful relationships with Black girls-connections that are grounded in cultural understanding and focused on helping Black girls develop their identities as valued individuals and contributors to the larger community. Such relationships, Morris argues, can shift Black girls' schooling from a punishment-oriented experience to one that is joyful, healing, and transformative. Along with her own research and experience, Morris explores the topic through in-depth conversations with three distinguished educators and clinical practitioners: Venus Evans-Winters, Janice Johnson Dias, and Kakenya Ntaiya, who provide insights about the challenges of educating Black girls and uplifting accounts of success in promoting their excellence and achievement. These conversations and takeaways for practice are essential guideposts for any teacher, school leader, and policymaker committed to creating learning environments that dispel damaging attitudes and practices and allow Black girls to flourish.
One of the most vexing problems confronting educators today is the chronic achievement gap between black male students and their peers. In this inspiring and thought-provoking book, veteran educator Baruti K. Kafele offers a blueprint for lifting black males up and ensuring their success in the classroom and beyond. Motivating Black Males to Achieve in School and in Life offers proven strategies for getting black male students in middle school and high school to value learning, improve their grades, and maintain high standards for themselves. The author shows how simple but powerful measures to instill self-worth in young black males can not only raise these students' achievement, but also profoundly alter their lives for the better. This book will help you to help students: Reverse the destructive effects of negative influences, whether among peers or in the popular culture. Surmount adverse conditions at home or in their communities. Participate in mentorship programs with successful black male adults. Take pride in their heritage by learning about great figures and achievements in black history. Whether your school is urban or rural, all-black or mixed, you'll find this book to be an insightful resource that addresses the root causes of low achievement among young black males and offers a clear path to overcoming them.
Student voices in transition reports the experiences of 70 students who entered university through two national award-winning pathways at Monash University in Australia and South Africa. It provides insight into why these students sought university qualifications, how they adjusted to university study, the challenges they faced and the rewards they experienced. Their voices confirm that effectively adapting to university entails more than the acquisition of new study skills. The challenges faced by commencing university students, particularly those who have past experiences of modest academic achievement, extend beyond classrooms into their social life and sense of identity. The students confirm that it is in the first year at university that they learn the appropriate skills, behaviours, attitudes and values necessary to become successful students and graduates. Curriculum and teaching practices that cultivate student identities enable them to become future-focused and optimistic learners, equipped with adaptive learning strategies and able to build and sustain academic momentum. Student Voices in Transition contextualises the experiences of students studying in Australia and South Africa within recent international research and confirms that many of the challenges and rewards of adapting to university teaching and learning practices are generic and similarly experienced internationally. The student participants provide insights into what is entailed in coping with competing academic, social and workplace demands. Their observations and perceptions will be of interest to commencing students and their families, as well as university educators and administrators engaged in supporting new students. Producing graduates who are ethical and engaged citizens, critically enquiring and work-ready, requires universities to understand their commencing students and to explain the acquisition of these attributes. In Australia and South Africa, as in many other states, higher education policies seek to broaden participation among underrepresented student groups. Universities have responded with pathway programmes that attract, prepare and retain students from increasingly diverse backgrounds. To effectively equip these students for success in their studies, it is important to understand how they experience university. Student voices in transition explores how previously underrepresented students perceive, experience and learn to successfully adopt university learning practices.
Marvel at the neuroscientific reasons why smart teens make dumb decisions! Behold the mind-controlling power of executive function! Thrill to a vision of a better school for the teenage brain! Whether you're a parent interacting with one adolescent or a teacher interacting with many, you know teens can be hard to parent and even harder to teach. The eye-rolling, the moodiness, the wandering attention, the drama. It's not you, it's them. More specifically, it's their brains. In accessible language and with periodic references to Star Trek, motorcycle daredevils, and near-classic movies of the '80s, developmental molecular biologist John Medina, author of the New York Times best-seller Brain Rules, explores the neurological and evolutionary factors that drive teenage behavior and can affect both achievement and engagement. Then he proposes a research-supported counterattack: a bold redesign of educational practices and learning environments to deliberately develop teens' cognitive capacity to manage their emotions, plan, prioritize, and focus. Attack of the Teenage Brain! is an enlightening and entertaining read that will change the way you think about teen behavior and prompt you to consider how else parents, educators, and policymakers might collaborate to help our challenging, sometimes infuriating, often weird, and genuinely wonderful kids become more successful learners, in school and beyond.
This book is a road map for teachers and school leaders who need to meet the needs of increasing numbers of Newcomers and other English Learners (ELs). The authors draw from years of experience in working with, listening to, and coaching administrators, teachers, and coaches nationwide to help you develop and implement an effective plan for your school. Beginning with the core belief that ""getting to know the student is pivotal,"" the authors show how to address both the academic and the social needs of Newcomers to help them integrate and excel-from their first day of school. The main components of the plan are the following: Identifying your students and assessing educational and socioemotional needs. Identifying qualified teachers and staff. Developing highly effective programs for Newcomers and other ELs. Accelerating English learners' acquisition of language, literacy, and knowledge through proven classroom teaching techniques. Supporting Newcomers' socioemotional well-being through classroom and administrative structures. Designing, implementing, and sustaining professional development for all staff. If you already have a plan for integrating Newcomers and ELs, you can use the information in this book to assess and strengthen it and to learn more about resources for continued coaching and growth. Whether your school has a formal plan or not, the information in this practical guide can help your staff better collaborate to attend to the needs and build on the strengths of Newcomers and ELs in your school.
When children of color enter their classrooms each year, many often encounter low expectations, disconnection, and other barriers to their success. In The Innocent Classroom, Alexs Pate traces the roots of these disparities to pervasive negative stereotypes, which children are made aware of before they even walk through the school door. The cumulative weight of these stereotypes eventually takes shape as guilt, which inhibits students' engagement, learning, and relationships and hurts their prospects for the future. If guilt is the primary barrier for children of color in the classroom, then the solution, according to Pate, is to create an Innocent Classroom that neutralizes students' guilt and restores their innocence. To do so, readers will embark on a relationship ""construction project"" in which they will deepen their understanding of how children of color are burdened with guilt; discover students' ""good,"" or the motivation behind their behaviors, and develop strategic responses to that good; and nurture, protect, and advocate for students' innocence. Ultimately, students will reclaim their innocence and begin to make choices that will lead to their success. Teachers will renew their commitment to their students. And the current ineffective system can give way to one that reflects a more enlightened understanding of who our children are-and what they are capable of.
Practical "you-can-do-it" steps help teens live out and grow in their faith. Stanley draws from his years of successful youth ministry to create a work that will have eternal impact.
For every teacher it's different, but you know who they are for you-the students who are "hard to teach." Maybe they're reading far below grade level. Maybe they're English learners. Maybe they have diagnosed learning disabilities or behavioral issues. Maybe they're underachieving for reasons that are unknown. They have been overlooked or underserved or frustrated, and they're not learning as they should. Until now. Until you. How to Reach the Hard to Teach presents a thoughtful and practical approach to achieving breakthrough success with linguistically and culturally diverse students who struggle in school. Combining elements of the SIOP (R) Model and the FIT Teaching (R) approach, authors Jana Echevarria, Nancy Frey, and Douglas Fisher take stock of what we know about excellent instruction and distill it into five guiding principles: Set high expectations. Provide access to the core curriculum. Use assessment to inform instruction. Attend to language development-both English and academic. Create a supportive classroom climate. You'll learn specific practices associated with each principle and see how real-life teachers are employing these practices in their classrooms so that all students have the opportunity to learn and receive optimal support for that learning. Every teacher has had the experience of seeing a "hard to teach" student in a new light and realizing all he or she might achieve. This book is about shining that light of possibility on the students who challenge us most, interrogating our beliefs, and taking action to ensure they receive the best instruction we have to offer.
When it first appeared in the 1970s, The Little Red Schoolbook was banned by the UK authorities, which confiscated copies and prosecuted the publisher under the Obscene Publications Act. Why? Because this little book aimed to educate teenagers about democracy, sex and drugs - in frank, simple language - and encouraged them to view adults as "paper tigers". The Little Red Schoolbook has been unavailable for more than 40 years, but it remains surprisingly relevant for young people today. Reissued here in its original and uncensored format, with informative footnotes and a new foreword by the surviving author Soren Hansen, it encourages teenagers to have the confidence to seek information for themselves, challenge authority and question the status quo.
The first practical guide of its kind that helps students transition smoothly from high school to college The transition from high school--and home--to college can be stressful. Students and parents often arrive on campus unprepared for what college is really like. Academic standards and expectations are different from high school; families aren't present to serve as "scaffolding" for students; and first-years have to do what they call "adulting." Nothing in the college admissions process prepares students for these new realities. As a result, first-year college students report higher stress, more mental health issues, and lower completion rates than in the past. In fact, up to one third of first-year college students will not return for their second year--and colleges are reporting an increase in underprepared first-year students. How to College is here to help. Professors Andrea Malkin Brenner and Lara Schwartz guide first-year students and their families through the transition process, during the summer after high school graduation and throughout the school year, preparing students to succeed and thrive as they transition and adapt to college. The book draws on the authors' experience teaching, writing curricula, and designing programs for thousands of first-year college students over decades.
Based on empirical evidence derived from university and national archives across the country and interviews with participants, British Student Activism in the Long Sixties reconstructs the world of university students in the 1960s and 1970s. Student accounts are placed within the context of a wide variety of primary and secondary sources from across Britain and the world, making this project the first book-length history of the British student movement to employ literary and theoretical frameworks which differentiate it from most other histories of student activism to date. Globalization, especially of mass communications, made British students aware of global problems such as the threat of nuclear weapons, the Vietnam War, racism, sexism and injustice. British students applied these global ideas to their own unique circumstances, using their intellectual traditions and political theories which resulted in unique outcomes. British student activists effectively gained support from students, staff, and workers for their struggle for student s rights to unionize, freely assemble and speak, and participate in university decision-making. Their campaigns effectively raised public awareness of these issues and contributed to significant national decisions in many considerable areas.
Most university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions or stereotypes they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement. In this unique work, the authors explore UK and US university teachers beliefs about their students performance and reveal which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them. So is it true, for instance, that British Asian students find medicine more difficult than their white counterparts, or that American students with sports scholarships take their studies less seriously? Is it the case that students who sit at the front of the lecture hall get better grades than those who sit at the back? By comparing students demographic data and their actual performance with their teachers expectations, the authors expose a complex picture of multiple factors affecting performance. They also contrast students comments about their own study habits with their views on what makes a good learner. For each preconception, they offer clear advice on how university teachers can redesign their courses, introduce new activities and assignments and communicate effective learning strategies that students will be able to put into practice. Finally, the authors explore the ramifications of teachers beliefs and suggest actions that can be taken at the level of the institution, department or programme and in educational development events, designed to level the playing field so that students have a more equitable chance of success. Ideal for both educational developers and university teachers, this book:
Focusing on pupils moving from primary to middle or secondary school, it describes and evaluates the schools programmes to ease transfer, and includes material provided by the pupils themselves. The main body of the book is a rich and detailed account of the first months of life in new secondary schools, where the pleasures and perils of new friends, new teachers and new subjects, and a new approach to teaching are encountered. The book conveys vividly how pupils experience a new environment, and meet its dangers, rules and regulations, timetable, complex groupings and ideology. Inside the Secondary Classroom was the first comparative ethnography of school life in Britain, carried out in six schools. It reveals surprising similarities and differences between them.The cases studied range from highly successful pupils with nine O levels to others with severe social and personal problems. |
You may like...
Boys Don't Try? Rethinking Masculinity…
Matt Pinkett, Mark Roberts
Paperback
R572
Discovery Miles 5 720
Lessons from the Transition to Pandemic…
Charlotte Achieng-Evensen, Holly Pearson, …
Paperback
R574
Discovery Miles 5 740
|