The Human Sciences Research Council (HSRC)

Visit South Africa's official Covid-19 resource portal
1937  Large
Changing Class provides a compelling analysis of key developments in this dramatic era of change in South Africa. One of the few books to examine the broad sweep of educational change in the first decade of democracy, its authors review everything from spending patterns, decentralisation, school integration and private schooling to language policy, curriculum and assessment, teacher education, teacher unions, as well as early childhood education, youth development and adult education.

A mix of leading scholars and exciting new writers, the authors show how closely the shape of education is interwoven with that of society. The big picture that emerges is that, even as the overall intention of post-apartheid policy-makers has been to reconcile the interests of unequal and competing social classes and races, the interests of a new, deracialised middle class have come to dominate in formal education. This is despite the strengthening of teacher unions and the fact that movements in adult education and related spheres are re-emerging with a revitalised emancipatory agenda.

Product information

Format : 148mm x 210mm (Soft Cover)
Pages : 464
ISBN 10 : 0-7969-2052-4
ISBN 13 : 978-07969-2052-2
Publish Year : 2004
Rights : World Rights
List of figures and tables
Acknowledgements
Abbreviations and acronyms

Introduction
Linda Chisholm

SECTION 1: CHANGING CONTOURS
1. The development challenge in post-apartheid South African education
Haroon Bhorat

2. Balancing public and private resources for basic education: school fees in post-apartheid South Africa
Edward Fiske and Helen Ladd

3. Constituting the class: an analysis of the process of integration in South African schools
Crain Soudien

4. Educational de/centralisation and the quest for equity, democracy and quality
Suzanne Grant Lewis and Shireen Motala

5. The new face of private schooling
Jane Hofmeyr and Simon Lee

SECTION 2: CHANGING LANDSCAPES
6. Multilingualism and education
Thobeka Mda

7. Political change, curriculum change and social formation, 1990 to 2002
Ken Harley and Volker Wedekind

8. Assessment, qualifications and the NQF in South African schooling
Johan Muller

9. The case of teacher education in post-apartheid South Africa: politics and priorities
Yusuf Sayed

10. Teacher unions, policy struggles and educational change, 1994 to 2004
Logan Govender

11. Changes and continuities in South Africas higher education system, 1994 to 2004
Jonathan D Jansen

SECTION 3: CHANGING MARGINS
12. Dont bite the hand that feeds you: South African education NGOs in a period of change
Sen Morrow

13. The state of play in early childhood development
Kim Porteus

14. Youth development in transition, 1992 to 2004
Margaret Perrow

15. Adult basic education and social change in South Africa, 1994 to 2003
Ivor Baatjes and Khulekani Mathe

16. The education business: private contractors in public education
John Pampallis

About the Authors
Index
Ivor Baatjes is a Senior Lecturer at the University of Natal, Pietermaritzburg, where he teaches Adult Learning, Curriculum Studies and Policy Studies in Adult Education.

Haroon Bhorat is currently Director of the Development Policy Research Unit (DPRU) at the School of Economics, University of Cape Town.

Linda Chisholm is a Director in the Child, Youth and Family Development Research Programme at the Human Sciences Research Council (HSRC) and an Honorary Professor in the Faculty of Education at the University of KwaZulu-Natal.

Edward B. Fiske, formerly the Education Editor of the New York Times, is an education writer and editor.

Logan Govender is a PhD candidate in the School of Education at the University of the Witwatersrand in Johannesburg.

Suzanne Grant Lewis is Assistant Professor of Education at the Harvard Graduate School of Education and Director of the International Education Policy Program.

Ken Harley is a Professor of Education at the University of Natal, Pietermaritzburg.

Jane Hofmeyr is the National Executive Director of the Independent Schools Association of Southern Africa (ISASA).

Jonathan D. Jansen is Dean of Education at the University of Pretoria.

Helen F. Ladd is Professor of Public Policy Studies and Economics at Duke University and Associate Director of the Sanford Institute

Simon Lee is the Communications Co-ordinator for ISASA.

Khulekani Mathe is the Executive Director of the Tembaletu Community Education Centre.

Thobeka Mda is Dean of Education at the University of South Africa.

Sen Morrow is a Chief Research Specialist in the Democracy and Governance Programme at the HSRC.

Johan Muller holds the Chair of Curriculum at the University of Cape Town.

Mokubung Nkomo is a Senior Research Fellow in the Assessment Technology and Education Evaluation Research Programme at the HSRC and Professor of Education at the University of Pretoria.

John Pampallis is the Director of the Centre for Education Policy Development, Evaluation and Management (CEPD) in Johannesburg.

Margaret Perrow is a Research Associate at the Bay Area Coalition for Equitable Schools in Oakland, California.

Kim Porteus is a Researcher at the Education Policy Unit, University of the Witwatersrand, Johannesburg.

Yusuf Sayed is the Education for All (EFA) Team Leader and Senior Advisor in the Policy Division of the Department for International Development (DFID), in the UK.

Crain Soudien is an Associate Professor in the School of Education, University of Cape Town.
Share this

You might also consider these related books

2061  Large

Transforming Further Education and Training in South Africa
A case study of technical colleges in Kwazulu-Natal. Volume 1: Qualitative findings and analysis

This report comprises a detailed study of technical college provision in KwaZulu-Natal (KZN). Its findings are relevant to the transformation of technical colleges nationally. The report highlights a need for institutional restructuring due to sub-optimal teaching and learning environments, tense social relations and too few students obtaining employment after technical college training.

Product information

Format : 148mm x 210mm
Pages : 272
ISBN 10 : 0-7969-1921-6
ISBN 13 : 978-07969-1921-2
Publish Year : 1999
Price R 145.00
2030  Large

Reflections on School Integration
Colloquium proceedings

Reflections on School Integration approaches a contentious and topical issue with level-headed insight based on solid, rigorous research. Delegates at a colloquium to define a research agenda for the future, reviewed the latest international and local research and practice in the field of desegregation and integration of schools, took stock of the status quo in research and practice, and identified new directions research should be taking. This publication features the papers of a range of colloquium contributors. Both accessible and useful, it will be of value to those with an interest in contemporary education policy and developments.

Product information

Format : 148mm x 210mm
Pages : 200
ISBN 10 : 0-7969-2070-2
ISBN 13 : 978-07969-2070-6
Publish Year : 2004
Price R 125.00
2142  Large

Teacher education and the challenge of diversity in South Africa

Conflicts in schools over race, fees or language frequently make headlines in South Africa. Such conflicts reflect the multifaceted issue of learner diversity, encompassing racial, class, gender, religious, linguistic, physical and other differences.  The need to handle such differences in equitable ways poses new challenges for teachers and teacher education. How are teacher education institutions preparing students for teaching in schools that are different from the ones they experienced as learners? What kinds of skills are they providing to enable teachers to deal with diversity and difference amongst learners?

Product information

Format : 210mm x 280mm
Pages : 72
ISBN 10 : 0-7969-2157-1
ISBN 13 : 978-07969-2157-4
Publish Year : 2007
Price R 125.00
2085  Large

Factors Affecting Teaching and Learning in South African Public Schools

Analysing the extent and severity of HIV/AIDS among educators without looking at the broader context within which schools operate, provides only a partial understanding of the immense challenges facing the education sector in South Africa. This study examines material issues affecting the quality of teaching and learning in our schools, both within and external to the classroom environment. The findings reveal significant disparities in conditions, both within and between provinces. Compounded by the effects of ill-health related to HIV/AIDS, these disparities are likely to hamper any efforts to improve the quality of teaching and learning in South African public schools, and therefore require serious attention.

Product information

Format : 210mm x 280mm
Pages : 24
ISBN 10 : 0-7969-2111-3
ISBN 13 : 978-07969-2111-6
Publish Year : 2005
Price R 98.00