Opportunities and Challenges for Teacher Education Curriculum in South Africa

Student attrition has been a perennial theme in South African higher education throughout the past decade. In its National Plan for Higher Education (2001), the Department of Education attributed high dropout rates primarily to financial and/or academic exclusions. Four years later, it reported that 30% of students dropped out in their first year of study and a further 20% during their second and third years.

This book, now co-authored with Mozambican scholar Amélia Neves de Souto, is based on Colin Darch’s Historical Dictionary of Mozambique (2019), with new entries, updated information, and the correction of some minor errors of fact and interpretation. Written primarily for a South African readership, the revised edition aims to make information on Mozambique easily available and affordable for readers interested in the history of one of South Africa's closest neighbours.

Textbooks and learning support materials are a critical resource for teachers. They play a vital role in shaping children's sense of themselves and the society in which they live. But to what extent do schoolbooks reflect images and representations of the diverse learners in South African schools?

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?