An examination of the reasons for studying religion and religions and the necessity for educator, student, administrative or parental involvement in the process of teaching and learning about religious diversity. In this paper, Chidester tests one possible answer to these questions: namely, citizenship, and suggests that the study of religion, religions and religious diversity can usefully be brought into conversation with recent research on new formations of citizenship.
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This richly illustrated publication about scientific visual literacy critically examines the images and icons of evolution as they appear in scientific and in popular contexts. It seeks to help teachers to understand the complexities of evolution through visual means and, in the process, to acquire the skills needed to read the visuals with accuracy and depth of interpretation.
The study on the mobility of Research and Development (R&D) workers aims to address concerns about the sustainability of South Africa's R&D workforce and the perceived negative effects of the 'brain drain'. The final report received a high quality rating from the international reviewer.
Learning to Teach in South Africa is a collection of key texts by one of South Africas most respected thinkers in education. The essays span the crucial years of democratic transition in South Africa and display the essential unity of the authors thought as he reflects on the idea of epistemological access, a prominent feature of disciplined thinking about education in South Africa, as well as teacher education, the primacy of the practice of teaching in any system of education, and the continuing struggle with relativism, one of the strands of the Apartheid and colonialism legacies. The collection bears the authors hallmark intellectual passion and incisive thinking which has helped sculpt the landscape of educational debates over three decades.
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.