Decolonisation as democratisation considers three factors that define the debate in South Africa on the decolonisation of the academy: educational aspiration, competing interests and political contestation. The book explores an academic system that attempts to serve two masters, the first being the historical beneficiaries of the academy (i.e. whiteness) and the second being those who pin their hopes on the system in order to escape abjection (i.e. blackness or indigeneity). The book highlights how the recent thrust of decoloniality protects the ideal of academic freedom and presents an argument that this ideal should not be used to protect the interests of the historical beneficiaries.
Miriam Tlali was a novelist, short story writer, playwright, essayist, and activist against apartheid and patriarchal confinement. She worked consistently to build literary and political community, was one of the founders of Staffrider magazine, promoting the work of younger writers, and was the most prolific writer of her time.
Neva Again: Hip Hop Art, Activism and Education in Post-Apartheid South Africa is the culmination of decades of work on Hip Hop culture and Hip Hop activism in South Africa. It speaks to the emergence and development of a unique style of Hip Hop hip-hop activism in the Western and Eastern Capes of South Africa.
South Africa has one of the highest rates of youth unemployment and is renowned for being one of the most unequal societies in the world. In this context, training and education play critical roles in helping young people escape poverty and unemployment.
Renewing workers’ education focuses on educational forms created by workers for workers. It extends beyond trade unions to include the range of educational initiatives aimed at the working class more generally, including working class women, casual and informal sector workers, migrant workers, and workers’ political parties.
How do actors in the educational field respond to the changing skills demands of the future? Research teams from the Labour Market Intelligence Partnership (LMIP) undertook a set of experimental and innovative case studies to improve our understanding of how current research intersects with a rapidly changing future.
This edited collection commemorates the 90th anniversary of the first South African public social research organisation, the National Bureau for Education and Social Research, and the 50th anniversary of its successor, the Human Sciences Research Council.
Theorising Education shows basic theoretical moves for the educational imagination by stripping each move down to its most elementary function. The author opens out five basic theoretical moves – each one able to be used with the others, so that, by the end of the book, you will have the beginnings of a theoretical tool kit.
Township Economy provides a unique insight into township informal business and entrepreneurship. It is set in the post-apartheid period, in the third decade of Africa’s democracy and draws on evidence collected from 2010-2018 in 10 township sites, nine in South Africa and one in Namibia. The book focuses on micro-enterprises, the business strategies of township entrepreneurs and the impact of autonomous informal economic activities on urban life.
The book is unique in approach and content. It looks at spatial influences at various gradients, from the city-wide level, to objects, to invisible infrastructure. The analysis examines the influence of power as a tool to dominate and control and thus constraint inclusive opportunities. This captivating book will be of interest academic researchers, university students and specialists in business studies, urbanism, politics and socio-economic development.
A lively debate on the relationship between the university and society in a developing country like South Africa is emerging. Academic Interaction looks at the main results of a research study on university interaction with external social partners. It centres on definitional boundaries around whether engagement requires new forms of knowledge that differ from traditional academic modes and around who is defined as 'the community' at local, regional, national or international levels. There is general agreement that the field is conceptually under-specified and theoretically rather thin.
This monograph is the sequel to Studying Ambitions: Pathways from grade 12 and the factors that shape them, which investigated the aspirations for future study and/or work of 20 659 grade 12 learners across South Africa in 2005. Ambitions Revised: Grade 12 learner destinations one year on tracks the same cohort of learners into their destinations one year later. Of particular interest to the research team was the sub-set of those who enrolled in teacher education programmes. The extremely low levels of interest in teaching first observed in a similar 2002 HSRC study are confirmed here a finding which has implications for sustainable teacher supply and for the health of an education system upon which the future of the country depends.