Coping with Rapid Change: Special Focus on South Africas Teachers.Report as inadecuate




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Democracy & Education, v12 n2 Win-Spr 1998

The research described by contributors to this special theme issue deals with the core issues of education in the context of South Africa. These issues include teacher control over the process of educational reform and balancing the need for reform with the maintenance of standards in an industrializing society. These essays demonstrate the highly politicized state of education in South Africa. The articles are: (1) "The National Qualifications Framework: A Window of Opportunity for Black Adults in South Africa" (Bev Thayer); (2) "Teachers, Curriculum 2005, and the Education Policy Making a Process in South Africa" (Glenda Kruss); (3) "The Struggle against Marginalization in the Classroom: An Emancipatory Approach to Action Research in a South African Province" (Dirk Meerkotter); (4) "Policy Contestation and Conflict in the Demoralization of School Governance in South Africa" (A. Mfahary and Yusuf Sayed); (5) "Constructing Tutorials as a Young People's Club: An Approach to a Democratic Pedagogy" (Ed Katz); (6) "A Curriculum Approach for Participation: Lessons from Southern and Eastern Africa" (James Natsis); (7) "Going beyond Tarzan: Teaching about Africa in the 1990s" (Prexy Nesbitt and Jean Ann Hunt); (8) "Education after Apartheid: South African Education in Transition" (book review by Flora C. Gombe); and (9) "Democracy, Education & Swaziland" (Stephen Howard). Each article contains references. (SLD)

Descriptors: Apartheid, Coping, Curriculum, Democracy, Developing Nations, Educational Change, Educational Policy, Elementary Secondary Education, Foreign Countries, Political Influences, Teachers, Teaching Methods

Institute for Democracy in Education, 313 McCracken Hall, Ohio University, Athens, OH 45701-2979.





Author: Howard, Stephen, Ed.; Herman, Harold, Ed.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7760&id=ED429164







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