The Human Sciences Research Council (HSRC)

2076  Large

This study presents a comprehensive analysis of 61 textbooks widely used in South African primary schools. In a complex analysis of diversity and representation, the study shows that although there has been improvement in the representation of black male learners in Grade 1 texts, girls as well as poor and working class characters, particularly in rural settings, feature less often. Disabled people are virtually invisible. While there are signs that publishers are taking steps to address the situation, there is room for improvement.

A vital resource for departments of education, publishers and teachers, this study alerts us to the ongoing need for attention to the stereotypes that continue to people South African schoolbooks. This study is part of a wider, cross-disciplinary School Integration research project initiated by the Human Sciences Research Council. Broadly, the aims of the project are to investigate the unfolding role and character of integration in South African schools, the connections to historical, international and contemporary social patterns and how teachers, texts, managers and policy-makers understand and address these challenges.

Product information

Format : 210mm x 280mm
Pages : 64
ISBN 10 : 0-7969-2093-1
ISBN 13 : 978-07969-2093-5
Publish Year : 2005

List of Tables
List of Figures
Preface
Executive summary
Abbreviations

Introduction

1 Representation in textbooks
1.1 Desirable representation: real or ideal worlds
1.2 Diversity in South African schooling
1.3 Textbooks and socialisation
1.4 Studies of representation in textbooks
1.5 Conclusion

2 Methodology
2.1 Selecting textbooks for the study
2.2 Methods of analysis

3 Findings and discussion
3.1 Analysis of Grade 1 Readers
3.2 Analysis of Grade 7 Language books
3.3 Analysis of Grade 7 Natural Sciences books

4 Conclusion
4.1 Grade 1 Readers
4.2 Grade 7 Language books
4.3 Grade 7 Natural Sciences books
4.4 Limitations of the study
4.5 Recommendations

Appendix 1 List of titles analysed
Appendix 2 Analytical frameworks
References

Dr Carolyn McKinney, formerly a Research Specialist in the Child, Youth and Family Development Programme of the HSRC, is currently with the University of the Witwatersrand. She holds a PhD from the University of London and is particularly interested in language in education, race and gender in education and identity.

Share this

You might also consider these related books

2293  Large

The low achievement trap
Comparing schools in Botswana and South Africa

The Low Achievement Trap is an empirical study of student mathematics learning in Grade 6 classrooms that is unique in its focus on two school systems shaped by different political histories on either side of the Botswana-South Africa border. The study provides a detailed examination of the capacity of teachers - how they teach, how much they teach, and what they teach. Because of this wealth of detail, The Low Achievement Trap gives us much greater insight than previous research into why students seem to be making larger gains in the classrooms of South Eastern Botswana than in those of North West Province, South Africa. Rather than identifying a single major factor to explain this difference, the study finds that a composite of inter-related variables revolving around teachers mathematics knowledge and their capacity to teach mathematics are crucial to improving education in both regions. The message is a hopeful one: good teachers can make a difference in student learning.

Product information

Format : 235mm x 168mm (Soft Cover)
Pages : 196
ISBN 10 : 978-07969-2368-4
ISBN 13 : 978-07969-2368-4
Publish Year : 2012
Rights : World Rights excl. North America
Price R 180.00
2034  Large

Researching Mathematics Education in South Africa
Perspectives, practices and possibilities

Drawing on nearly a decade of the South African Association for Research in Mathematics Science and Technology Education (SAARMSTE) conferences, this book captures the broad range of research being done in mathematics education in South Africa. The volume also provides an historical analysis of forces that have shaped mathematics curricula.

Product information

Format : 150mm x 210mm
Pages : 368
ISBN 10 : 0-7969-2047-8
ISBN 13 : 978-07969-2047-8
Publish Year : 2005
Price R 275.00
2142  Large

Teacher education and the challenge of diversity in South Africa

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?

Product information

Format : 210mm x 280mm
Pages : 72
ISBN 10 : 0-7969-2157-1
ISBN 13 : 978-07969-2157-4
Publish Year : 2007
Price R 125.00
1995  Large

Private Further Education and Training in South Africa
The changing landscape

Private Further Education and Training in South Africa provides the most up-to-date data and analysis of the sector. It provides, for the first time, empirical data about the participants, the location and ownership of institutions, the programmes offered, and the delivery of private TVET provision in South Africa. This is supplemented by a qualitative analysis using select case studies to explore the character of the sector.

Product information

Format : 210mm x 297mm
Pages : 56
ISBN 10 : 0-7969-2048-6
ISBN 13 : 978-07969-2048-5
Publish Year : 2005
Price R 98.00