The Human Sciences Research Council (HSRC)

2299  Large

Education in South Africa is in crisis. Low literacy and numeracy rates, poor discipline, and a sense of despair pervade the education landscape. At the same time, educators are called upon to achieve more, with universities tasked to produce graduates capable of exercising responsible and reflective citizenship in a competitive and globalising world. However, universities face very complex demands and resource constraints. In this sobering context, this book provides an opportunity to learn from a bold experiment in teaching and learning taking place across two very different South African universities, one historically black, and one historically white and Afrikaans.

With a mixture of rigorous scholarship, thoughtful self-reflection, and insights which have relevance far beyond their own project, contributors to this ground-breaking volume take the reader systematically through an account of what is and is not possible in transforming higher education in South Africa. The contributors demonstrate the potential and limitations of imaginative innovations, and invite the reader into an ongoing discussion about the future and potential for higher education in South Africa and beyond.

Product information

Format : 235mm x 168mm (Soft Cover)
Pages : 224
ISBN 10 : 978-07969-2398-1
ISBN 13 : 978-07969-2398-1
Publish Year : 2013
Rights : World Rights

List of figures and tables
Foreword
Nasima Badsha
Acknowledgements
Editors' introduction
Brenda Leibowitz, Leslie Swartz, Vivienne Bozalek, Ronelle Carolissen, Lindsey Nicholls and Poul Rohleder
Abbreviations and acronyms

PART 1: BACKGROUND

Understanding the challenges of the South African higher education landscape
Brenda Leibowitz Community, self and identity: Training South African university students for transformation
Poul Rohleder and Leslie Swartz Designing the project: Theoretical approaches
Vivienne Bozalek and Ronelle Carolissen Community and identity: A theoretical review
Ronelle Carolissen and Poul Rohleder

PART 2: OUTCOMES AND FINDINGS

Student experiences of the CSI module
Ronelle Carolissen 'Apartheid was your past, not mine'
Lindsey Nicholls, Poul Rohleder, Vivienne Bozalek, Ronelle Carolissen, Brenda Leibowitz and Leslie Swartz Interpreting drawings: Reading the racialised politics of space
Poul Rohleder and Lucia Thesen Using cognitive maps to heal the legacies of apartheid
Stanley D. Brunn

PART 3: THE PARTNERS

Educating the educators: Creating a powerful learning environment
Brenda Leibowitz, Vivienne Bozalek, Ronelle Carolissen, Lindsey Nicholls, Poul Rohleder and Leslie Swartz Facilitating deep understanding: A facilitators perspective
Dianne Dawes, Neil Henderson, Sorayah Nair and Melanie Petersen Experiencing the CSI module through the camera lens
Andre Daniels ‘That's what friends are for’ - the CSI project's ‘critical friends’
Henk J. van Rinsum, Tamara Shefer and Toke Smolders

CLOSE: The pedagogy of discomfort as a lens for the CSI project
Megan Boler

About the authors
Index

Megan Boler is a professor at the Ontario Institute of Studies in Education/University of Toronto.

Vivienne Bozalek is a professor of social work and the director of teaching and learning at the University of the Western Cape.

Stanley D. Brunn is a professor of human geography at the University of Kentucky.

Ronelle Carolissen is an associate professor of community psychology and chair of the Department of Educational Psychology at Stellenbosch University.

Andre Daniels is an e-learning staff member and the digital media coordinator at the University of the Western Cape.

Dianne Dawes is a registered social worker by profession and honorary research fellow at the University of Cumbria.

Neil Henderson is currently lecturing in the Department of Social Work at the University of the Western Cape.

Brenda Leibowitz is an associate professor and director of the Centre for Teaching and Learning at Stellenbosch University and is responsible for the work of the First-year Academy.

Sorayah Nair is a clinical psychologist and organisational consultant who trained at the University of the Western Cape and Stellenbosch.

Lindsey Nicholls lectures at the School for Health Sciences and Social Care at Brunel University, London.

Melanie Petersen is currently a senior adviser: student feedback at Stellenbosch University.

Poul Rohleder is acting programme leader and principal lecturer in psychology at Anglia Ruskin University, Cambridge, and an honorary senior lecturer at the Department of Psychology at Stellenbosch University.

Tamara Shefer is a professor of womens and gender studies and psychology at the University of the Western Cape and deputy dean of teaching and learning in the Faculty of Arts.

Toke Smolders has worked for more than forty years as a community development worker with communities at risk in Amsterdam, and as a social work lecturer and coordinator of international policies and projects at the universities of Applied Sciences Hogeschool De Horst (Driebergen) and Hogeschool Utrecht (Amersfoort and Utrecht).

Leslie Swartz is a professor of psychology at Stellenbosch University.

Lucia Thesen is a senior lecturer in the Centre for Higher Education Development at the University of Cape Town.

Henk J. van Rinsum is an historian and anthropologist in the Faculty of Social and Behavioural Sciences at Utrecht University.

Share this

You might also consider these related books

2093  Large

Working Partnerships in Higher Education, Industry and Innovation
Financial or intellectual imperatives

In 2004,the HSRC s research programme on Human Resource Development launched the Working Partnerships Seriesto explore the extent to which the networked practices that are believed to characterise the knowledge economy have indeed begun to penetrate South African higher education and industry.

Product information

Format : 148mm x 210mm
Pages : 253
ISBN 10 : 0-7969-2108-3
ISBN 13 : 978-07969-2108-6
Publish Year : 2005
Price R 209.00
2205  Large

Postgraduate student retention and success
A South African case study

This monograph is the posthumous publication of the first part of Charlton Koens PhD thesis in which he examines the main factors influencing the retention and success of masters students at the University of the Western Cape (UWC). Sadly, he passed away before completing his analysis of the extensive data he had collected, which was to have formed the second part of his doctorate.

Product information

Format : 280mm x 210mm
Pages : 132
ISBN 10 : 0-7969 -2192-X
ISBN 13 : 978-07969-2192-5
Publish Year : 2007
Price R 180.00
2148  Large

Mathematics and Science Achievement at South African Schools in TIMSS 2003

Mathematics and science are key areas of knowledge for the development of individuals and for the social and economic development of South Africa. In November 2002, about 9000 Grade 8 learners from South African public schools participated in the Trends in International Mathematics and Science Study (TIMSS). This monograph reports on South Africas performance in TIMSS in relation to the other 50 countries. In addition, the report describes the performance of different groups of learners in South Africa and provides contextual information about, teachers, schools and the curriculum. The report concludes with recommendations for strategic interventions that could contribute to improved performance in mathematics and science. The findings contained in this report offer valuable insights to academics, policymakers, curriculum-planners, teachers and those involved in the development of education in South Africa.

Product information

Format : 210mm x 280mm
Pages : 148
ISBN 10 : 0-7969-2158-X
ISBN 13 : 978-07969-2158-1
Publish Year : 2006
Price R 180.00
2112  Large

Prophets and Profits
Managerialism and the restructuring of Jewish schools in South Africa

In a compelling blend of narrative history and social analysis, Prophets and Profits contributes to the global literature on educational change by analysing the impact of both managerialism and religious extremism on the restructuring of Jewish community schools in Johannesburg. A landmark study in South Africa, this work is also of international interest because it brings together two divergent yet connected tendencies in current educational transformation. These are the neo-liberal ideologies of the market, manifesting in the application of managerial approaches to school management, and the resurgence of ethnic and religious communities in search of identity. This paradox of globalisation is extremely topical and gains added interest when set against the extraordinary story of transformation in South Africa.

Product information

Format : 148mm x 210mm
Pages : 336
ISBN 10 : 0-7969-2114-8
ISBN 13 : 978-07969-2114-7
Publish Year : 2005
Price R 231.00