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Teacher and Comrade
Teacher and Comrade explores South African resistance in the twentieth century, before and during apartheid, through the life of Richard Dudley, a teacher/politico who spent thirty-nine years in the classroom and his entire life fighting for democracy. Dudley has given his life to teaching and politics, and touched and influenced many people who continue to work for democracy in South Africa and abroad. Whether it was students, comrades, or opposition, life was always teaching and relational for Dudley. He challenged power throughout the apartheid era, and his foundational beliefs in anti-imperialism and nonracialism compel him to continue to talk, teach, and speak to power. Through Dudley's story, Teacher and Comrade provides a rare portrait of both Cape Town and South Africa, as well as the struggle against racism and apartheid.
The Education of Diverse Student Populations
This book takes up the challenge of examining the thorniest educational issue from a global perspective. It contributes to the evidence-based conversation among policy makers, educators, and researchers around the world about what works to improve the education outcomes and what can make a bigger difference for the education of diverse students. The eleven countries included — the United Kingdom, Austria, Canada, the United States, South Africa, Ghana, China, Singapore, Malaysia, Australia, and New Zealand are unique, and yet overlap in the sense that they all face similar challenges of teaching diverse students. The authors, being education and cultural insiders, discuss country-specific ...
Searching for Islamic Ethical Agency in Post-Apartheid Cape Town
The compositions brought together in this book began a quarter of a century ago in 1994, with the onset of South Africa’s non-racial democracy, and in one way it may be viewed as the critical observations of an organic intellectual’ engaging the exigencies of life during the first 25 years of South Africa’s democracy. The book’s compositions are presented in chronological order, so the reader is able to follow the ebb and flow of life in post-apartheid South Africa. It is also fitting that the book commences with an excellent sermon about the Reconstruction and Development Programme (RDP) that was delivered at the Claremont Main Road Masjid (CMRM) in 1994, since the core of the compositions are sermons which were delivered here. These were all outstanding sermons, as those who witnessed their public performance can attest to. Their inclusion in this book thus provides a wonderful opportunity for a wider audience to benefit from Prof. Fataar’s profound insights.
Doctors in a Divided Society
"Many of the goals of South Africa’s new democracy depend on the production of professionals who have not only the knowledge and skills to make our country globally competitive, but also a commitment to working and living here. Despite numerous reforms, the South African health system, ten years into democracy, remains divided: first world private care that ranks with middle income countries internationally at the one end, and at the other extreme, in the rural public sector in particular, conditions that are superior only to the poorest of African countries. Much work has been done to change medical school curricula in line with the primary health-care focus of government policy, and international trends towards problem-based learning. The student profile in medical schools is now not only more representative of the demographics of South Africa, but also reveals a significant increase in female students. Whether these students will stay in the country after graduating, and serve where they are needed most, remains to be seen."--Publisher's website.
The Next Twenty-five Years
A penetrating exploration of affirmative action's continued place in 21st-century higher education, The Next Twenty-five Years assembles the viewpoints of some of the most influential scholars, educators, university leaders, and public officials. Its comparative essays range the political spectrum and debates in two nations to survey the legal, political, social, economic, and moral dimensions of affirmative action and its role in helping higher education contribute to a just, equitable, and vital society. David L. Featherman is Professor of Sociology and Psychology and Founding Director of the Center for Advancing Research and Solutions for Society at the University of Michigan. Martin Hall is Vice-Chancellor of the University of Salford, Greater Manchester, and previously was Deputy Vice- Chancellor at the University of Cape Town. Marvin Krislov is President of Oberlin College and previously was Vice President and General Counsel at the University of Michigan.
South African Women Living with HIV
Based on interviews with women who are HIV positive, this sobering pandemic brings to light the deeply rooted and complex problems of living with HIV. Already pushed to the edges of society by poverty, racial politics, and gender injustice, women with HIV in South Africa have found ways to cope with work and men, disclosure of their HIV status, and care for families and children to create a sense of normalcy in their lives. As women take control of their treatment, they help to determine effective routes to ending the spread of the disease.
Neoliberalism, Cities and Education in the Global South and North
Across the world, cities are being reshaped in myriad ways by neoliberal forms of globalization, a process of urban restructuring with significant implications for educational policy and practices. The chapters in this collection speak to two complementary but analytically distinguishable aspects of the interplay between education, globalization, cities, and neoliberalism. The first aspect relates to the macro relationships between these powerful global forces on the one hand, and cities and their schools on the other. In particular the book considers the stratifying dynamics that exacerbate already existing inequalities related to race, ethnicity, language, class, and gender—inequalities ...
Education Policy, Space and the City
Drawing on three case studies of K-12 public schooling in London, Sydney and Vancouver, this book examines the geographies of neoliberal education policy in the inner city. Gulson uses an innovative and critical spatial approach to explore how the processes and practices of neoliberal education policy, specifically those relating to education markets and school choice, enable the pervasiveness of a white, middle-class, re-imagining of inner-city areas, and render race "(in)visible." With urbanization posited as one of the central concerns for the future of the planet, relationships between the city, educational policy, and social and educational inequality deserve sustained examination. Gulson’s book is a rich and needed contribution to these areas of study.
The Changing Face of Colonial Education in Africa
The Changing Face of Colonial Education in Africa offers a detailed and nuanced perspective of colonial history, based on 15 years of research that throws fresh light on the complexities of African history and the colonial world of the first half of the twentieth century. It provides an analytical background to the history of education in the colonial context by balancing contributions by missionary agencies, colonial government, humanitarian agencies, scientific experts and African agents. It offers a foundation for the analysis of modern educational policy for the postcolonial state. It attempts to move beyond clichés about colonial education to an understanding of the complexities of how...
