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Changing Class

Changing Class

Education and social change in post-apartheid South Africa Changing Class provides a compelling analysis of key developments in this dramatic era of change in South Africa. One of the few books to examine the broad sweep of educational change in the first decade of democracy, its authors review everything from spending patterns, decentralisation, school integration and private schooling to language policy, curriculum and assessment, teacher education, teacher unions, as well as early childhood education, youth development and adult education.

Human Rights Open Access

  • Product Information
  • Format: 148mm x 210mm (Soft Cover)
  • Pages: 464
  • ISBN 13: 978-07969-2052-2
  • Rights: World Rights

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Education and social change in post-apartheid South Africa Changing Class emprovides a compelling analysis of key developments in this dramatic era of change in South Africa. One of the few books to examine the broad sweep of educational change in the first decade of democracy, its authors review everything from spending patterns, decentralisation, school integration and private schooling to language policy, curriculum and assessment, teacher education, teacher unions, as well as early childhood education, youth development and adult education. A mix of leading scholars and exciting new writers, the authors show how closely the shape of education is interwoven with that of society. The big picture that emerges is that, even as the overall intention of post-apartheid policy-makers has been to reconcile the interests of unequal and competing social classes and races, the interests of a new, deracialised middle class have come to dominate in formal education. This is despite the strengthening of teacher unions and the fact that movements in adult education and related spheres are re-emerging with a revitalised emancipatory agenda.

List of figures and tables

Acknowledgements

Abbreviations and acronyms

Introduction

Linda Chisholm

SECTION 1: CHANGING CONTOURS
1. The development challenge in post-apartheid South African education
Haroon Bhorat

2. Balancing public and private resources for basic education: school fees in post-apartheid South Africa
Edward Fiske and Helen Ladd

3. Constituting the class: an analysis of the process of integration in South African schools
Crain Soudien

4. Educational de/centralisation and the quest for equity, democracy and quality
Suzanne Grant Lewis and Shireen Motala

5. The new face of private schooling
Jane Hofmeyr and Simon Lee

SECTION 2: CHANGING LANDSCAPES
6. Multilingualism and education
Thobeka Mda

7. Political change, curriculum change and social formation, 1990 to 2002
Ken Harley and Volker Wedekind

8. Assessment, qualifications and the NQF in South African schooling
Johan Muller

9. The case of teacher education in post-apartheid South Africa: politics and priorities
Yusuf Sayed

10. Teacher unions, policy struggles and educational change, 1994 to 2004
Logan Govender

11. Changes and continuities in South Africas higher education system, 1994 to 2004
Jonathan D Jansen

SECTION 3: CHANGING MARGINS
12. Dont bite the hand that feeds you: South African education NGOs in a period of change
Sen Morrow

13. The state of play in early childhood development
Kim Porteus

14. Youth development in transition, 1992 to 2004
Margaret Perrow

15. Adult basic education and social change in South Africa, 1994 to 2003
Ivor Baatjes and Khulekani Mathe

16. The education business: private contractors in public education
John Pampallis

About the Authors

Index

Ivor Baatjes is a Senior Lecturer at the University of Natal, Pietermaritzburg, where he teaches Adult Learning, Curriculum Studies and Policy Studies in Adult Education.

Haroon Bhorat is currently Director of the Development Policy Research Unit (DPRU) at the School of Economics, University of Cape Town.

Linda Chisholm is a Director in the Child, Youth and Family Development Research Programme at the Human Sciences Research Council (HSRC) and an Honorary Professor in the Faculty of Education at the University of KwaZulu-Natal.

Edward B. Fiske, formerly the Education Editor of the New York Times, is an education writer and editor.

Logan Govender is a PhD candidate in the School of Education at the University of the Witwatersrand in Johannesburg.

Suzanne Grant Lewis is Assistant Professor of Education at the Harvard Graduate School of Education and Director of the International Education Policy Program.

Ken Harley is a Professor of Education at the University of Natal, Pietermaritzburg.

Jane Hofmeyr is the National Executive Director of the Independent Schools Association of Southern Africa (ISASA).

Jonathan D. Jansen is Dean of Education at the University of Pretoria.

Helen F. Ladd is Professor of Public Policy Studies and Economics at Duke University and Associate Director of the Sanford Institute

Simon Lee is the Communications Co-ordinator for ISASA.

Khulekani Mathe is the Executive Director of the Tembaletu Community Education Centre.

Thobeka Mda is Dean of Education at the University of South Africa.

Sen Morrow is a Chief Research Specialist in the Democracy and Governance Programme at the HSRC.

Johan Muller holds the Chair of Curriculum at the University of Cape Town.

Mokubung Nkomo is a Senior Research Fellow in the Assessment Technology and Education Evaluation Research Programme at the HSRC and Professor of Education at the University of Pretoria.

John Pampallis is the Director of the Centre for Education Policy Development, Evaluation and Management (CEPD) in Johannesburg.

Margaret Perrow is a Research Associate at the Bay Area Coalition for Equitable Schools in Oakland, California.

Kim Porteus is a Researcher at the Education Policy Unit, University of the Witwatersrand, Johannesburg.

Yusuf Sayed is the Education for All (EFA) Team Leader and Senior Advisor in the Policy Division of the Department for International Development (DFID), in the UK.

Crain Soudien is an Associate Professor in the School of Education, University of Cape Town.

Presets Color

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Secondary