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.
Nowadays, previously unimagined employment opportunities abound and the future is likely to hold even more change. How do key actors involved in firms and production processes, higher and vocational education and skills training systems, and those responsible for implementing policy in specific sectors or regions, respond to the changing skills demands of the future? Skilling for future addresses a gap in understanding how current research intersects with a rapidly changing future.
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.
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.
A collection of papers presented at the Colloquium on Sciences and Evolution in 2001, this volume attempts to answer the moral and ethical, social, religious and educational questions about the teaching of evolutionary theory in schools.
This report provides a baseline study on psychosocial support of orphans and vulnerable children (OVC) in two villages in Botswana and forms part of a series of reports that examine the work undertaken as part of the Kellogg OVC Intervention Project from 2002 to 2005.The general aim of the project is to assist families and households to better cope with the increased burden of care for OVC. The purpose of this particular baseline psychosocial survey (PSS) was to gather data to facilitate the introduction and evaluation of the effectiveness of orphan care intervention programmes for strengthening community participation and empowerment of OVC in two villages in Botswana. This information will be used in evaluating the effectiveness of the new OVC interventions that will be implemented in the two villages in Botswana as part of the overall OVC project.
Despite a strong emphasis on teacher education and development in post-apartheid South Africa, statistics show a low retention of beginner teachers in the teaching profession. This trend has serious implications for learner outcomes, given the contribution teachers can and should make to learner achievement.
Being pregnant and a young parent in South African schools is not easy. Books and Babies examines why this is the case. Drawing on both quantitative and qualitative research conducted in secondary schools in Durban and Cape Town, the book explores how teachers and principals respond to the presence of pregnant learners and young parents in school, and surveys the attitudes of fellow learners towards them. Interviews with the young parents themselves yield rich narratives which, accompanied by a visual essay, invite the reader into their lives as they confront the demands of pregnancy, parenting and school. Books and Babies provides a finely textured analysis of these demands and shows the ongoing need to challenge the unequal and gendered load of pregnancy and parenting, both in schools and the broader social context.