Browsing Category Education

STORIES FROM THE FIELD, YDF footprint in Africa
127 pp., colour illus., paperback, Johannesburg, 2012. R265
A selection of case studies from nine African countries which provide insight into the approach and impact of the Youth Development through Football (YDF) project of the German Development Cooperation (GIZ) on young people who have benefited from the programme. YDF uses sport, especially football, to equip children and youth with life skills, increase knowledge about HIV/AIDS, advance gender equality and promote environmental awareness.

Includes eight case studies from South Africa, two from Botswana, one from Lesotho, and one from Namibia. All the case studies are the result of academic impact assessment research by Professor Cora Burnett, Professor Wim Hollander and Cassie Ogunniyi from the University of Johannesburg.

The 121 unedited case studies are provided on an attached CD-ROM.
Adhikari (M.) AGAINST THE CURRENT, a biography of Harld Cressey, 1889-1916
56 pp., b/w & colour illus., paperback, Cape Town, 2012. R180
Educationist, teacher and civil rights activist Harold Cressey led the group of coloured teachers who founded the Teachers' League of South Africa (TLSA) in 1913, and was elected as it's president.
Alexander (N.) THOUGHTS ON THE NEW SOUTH AFRICA,
221 pp., paperback, Johannesburg, 2013. R250
A collection of essays and talks by Neville Alexander on where South Africa is heading, or ought to be heading, as a society. Many of these essays and talks have appeared in slightly different versions in newspapers, journals and public debates.

Linguist, educationalist, academic and anti-apartheid struggle veteran Neville Alexander was born in 1936 in Cradock in the Eastern Cape. A member of the National Liberation Front, which he co-founded, he was arrested in 1963 and found guilty of conspiracy to commit sabotage. He spent ten years on Robben Island. A proponent of a multi-lingual South Africa, after his release he did pioneering work in the field of language policy and planning via organisations such as the National Language Project, the Project for the Study of Alternative Education in Southern Africa(PRAESA), the South African Committee for Higher Education (SACHED) and the LANGTAG process. In 2008 he received the Linguapax Prize in recognition of his contributions to linguistic diversity and multilingual education. He died in August 2012.
Archer (A.) & Richards (R.) eds. CHANGING SPACES, writing centres and access to higher education
202 pp., paperback, Stellenbosch, 2011. R195
A collection of essays on writing centres on tertiary campuses in South Africa.

"'Changing Sapces' demonstrates the flexibility of writing centers and the unique roles they play in South Africa. Writing centers everywhere represent institutional responses to the learning needs of their students, and they do so because writing centres adapt easily to different contexts and situations. They meet students where they are, as a group and individually." Professor Leigh Ryan, Writing Center Director, University of Maryland

Contributions include:
"The Discourse of Selfhood: students negotiating their academic identities in a writing centre" by Wilhelm van Rensburg
""Writing in the Academy: collaborative writing development with students and lecturers at the UWC Writing Centre" by Sherran Clarence
"The Fort Hare Writing Centre: an integrated collaborative model for writing and language development" by Melanie Skead and Thembinkosi Twalo
"Investigating the Effect of Writing Centre Interventions on Student Writing" by Arlene Archer
"'Conversations' with Postgraduate Writers: understanding the role of the peer tutor" by Cilla Dowse and WIlhelm van Rensburg.
Barnes (T.), Baijnath (N.) & Sattar (K.) eds. THE RESTRUCTURING OF SOUTH AFRICAN HIGHER EDUCATION, rocky roads from policy formulation to institutional mergers, 2001-2005
288 pp., paperback, Pretoria, 2010. R244
This book is the result of a three-year research project undertaken by the Centre for the Study of Higher Education at the University of the Western Cape.

Contributions include "The Development of Restructuring Policy, with Special Reference to Comprehensive Institutions" by Narend Baijnath and Teresa Barnes,
"The Complexities of South Africa's First Education Merger: a case study of the Durban Institute of Technology" by Kalawathie Sattar and Lesley Anne Cooke,
"From Policy to Process and Effects: establishing the 'new Unisa', the single dedicated distance education institution" by Nartend Baijnath,
"More Than the Sum of its Parts? formation of the Cape Pensinsula University of Technology in the Western Cape" by Teresa Barnes,
"The Formation of the University of Johannesburg" by Benito Khotseng, and
"Taming the Mergers: major findings and questions for future research" by Teresa Barnes, Narend Baijnath and Kalawathie Sattar.
Bell-Roberts (B.) & Jamal (A.) 100 GOOD IDEAS, celebrating 20 years of democracy
415 pp., colour illus., paperback, Cape Town, 2014. R350
A celebration of South African creativity. The 100 good ideas presented in this book include the South African flag, the South African constitution, Desmond Tutu, Trevor Manuel and the National Planning Commission, Right2Know, Chimurenga, Zackie Achmat, Trevor Noah, Encounters Film Festival, Lara Foot Newton, Jazzart Dance Theatre, Pieter Dirk-Uys, David Kramer, Taliep Petersen, Ladysmith Black Mambazo, Koos Kombuis, Brenda Fassie, JM Coetzee, Kaapse Klopse and Afrikaburn.
Bhana (D.) UNDER PRESSURE, the regulation of sexualities in South African secondary schools
252pp., paperback, Johannesburg, 2014. R220
A multi-school study that examines whether or not South African schools are meeting their constitutional requirements in relation to sexual diversity. Based on interviews with learners, teachers, school managers and parents, the study provides an account of how schools understand and respond to homosexuality and uncovers the prejudice against LGBTI people.

Deevia Bhana is Professor in the School of Education at the University of KwaZulu-Natal.
Bloch (G.) THE TOXIC MIX, what's wrong with South Africa's schools and how to fix it
192 pp., paperback, Cape Town, 2009. R215
Educationist Graeme Bloch examines the factors responsible for South Africa's failed shools, gives examples of schools that are getting it right and offers solutions to the problems.

"'The Toxic Mix will make a lot of sense to ordinary South Africans struggling to understand why a nation that spends more (as a percentage of GDP) on school education than any other African state, has the worst results to show for such investment." Jonathan Jansen, the new rector of the University of the Orange Free State and author of "Knowledge in the Blood"

Booysen (S.) ed. FEES MUST FALL, student revolt, decolonisation and governance in South Africa
350pp., paperback, Johannesburg, 2016. R350
A collection of essays by student leaders and scholars on the student uprising on university campuses in 2015 and 2016.

Contributions include:
"Documenting the Revolution" by Gillian Godsell, Refiloe Lepere, Swankie Mafoko and Ayabonga Nase
"The Roots of the Revolution" by Gillian Godsell and Rekgotsofetse Chikane
"To Win Free Education, Fossilised Neoliberalism Must Fall" by Patrick Bond
"Between a Rock and a Hard Place: university management and the #FeesMustFall Campaign" by Patrick Fitzgerald and Oliver Searle
"Excavating the Vernacular: 'ugly feminists', generational blues and matriarchal leadership" by Darlene Miller.

"The solid scholarship, nuanced and diverse, is everything that the bitter online polemics of a few conservatives is not. The miltidisciplinary scope of political scientists, sociologists, an economist, and a philosopher ensures breadth in coverage and a spectrum of views." Keith Gottschalk, senior lecturer in Political Stidues, University of the Western Cape

Susan Booysen is Professor at the Wits school of Governance and the author of "Dominance and Decline: the ANC in the time of Zuma" and "The African National Congress and the Regenration of Political Power".
Brodie (K.) & Borko (H.) eds. PROFESSIONAL LEARNING COMMUNITIES, in South African schools and teacher education programmes
218pp., paperback, Cape Town, 2016. R350
"The chapters in this book offer a nuanced and detailed analysis of efforts to forge productive and supportive teacher community in a range of settings. The book makes a valuable contribution to a growing body of research and offers rich insights to inform practice." Judith Warren Little, University of California, Berkeley

Contributions include:
"Working Through the 'Hardness' of Teachers' Pedagogical Habitus: pedagogical learning among teachers in a professional learning community." by Jennifer Feldman and Aslam Fataar
"Facilitating Professional Learning Communities in Mathematics" by Karin Brodie
"Building Sustainable Professional Learning Communities: relational affordances" by Raymond Smith
The Importance of Identity on a Teacher Professional Learner Community" by Million Chauraya.

Hilda Borko is a professor in the Graduate School of Education, Stanford University.
Karin Brodie is a professor and Head of School in the School of Education, University of the Witwatersrand.
Carnoy (M.), Chisholm (L.) & Chilisa (B.) eds. THE LOW ACHIEVEMENT TRAP, comparing schooling in Botswana and South Africa
172 pp., maps, paperback, Cape Town, 2012. R180
An empirical study of student mathematics learning in Grade 6 classrooms in Botswana and South Africa, and an exploration of why students in south-eastern Botswana seem to be doing better than those in North West Province, South Africa.

"'The Low Achievement Trap' looks at an intriguing puzzle: why students in one community learn mathematics at much higher levels than similar students just a few miles away. The researchers analyse in detail the teaching-learning process in classrooms, as well as the very different policy contrasts that influence these schools. The result is a powerful analysis of what matters in teaching - and how it can be improved." Linda Darling Hammond, Stanford University
Chait (M.) dir. WALKING IN MY SHOES,
61 minutes, DVD, , 2016. R255
A documentary that investigates the state of education in rural South Africa. It focuses especially on how the lack of transport impacts the lives of rural children who, on average, walk 15 kilometres to get to school. It also captures the overcrowding, malnutrition, domestic violence, poverty and abandonment so many children experience.
Chetty (N.) & Merrett (C.) THE STRUGGLE FOR THE SOUL OF A SOUTH AFRICAN UNIVERSITY, the University of KwaZulu-Natal, academic freedom, corporatisation and transformation
235 pp., paperback, No Place, 2013. R245
Foreword by Jane Duncan.

Nithaya Chetty and Christopher Merrett describe attempts by the leadership of the University of Kwaulu-Natal during Malegapuru William Makgoba's tenure, to effect "transformation from the top", and outline the attempts by academics, including the authors, to resist this form of transformation.

"This book is an un-put-downabe-read. It tells the sad story of the destruction of a great South African institution by the false equation of racial transformation with neo-conservative capitalism and incompetent, egocentric leadership in an area vital to the country's future." Peter Vale, Chair of Humanities, University of Johannesburg & Nelson Mandela Chair of Politics Emeritus

Nithaya Chetty is Professor of Physics at the University of Pretoria.
Christopher Merrett is a journalist at The Witness in Pietermaritzburg.
Coetzee (C.) ACCENTED FUTURES, language activism and the ending of apartheid
192 pp., paperback, Johannesburg, 2013. R320
"For Carli Coetzee, 'accentedness' is a description for actively working towards the ending of apartheid by being aware of the legacies of the past, without attempting to empty out or gloss over the conflicts and violence that may exist under the surface...she argues that difference and disagreement can be forms of activism to bring about social change, inside and outside the teaching environment." from the back cover

"'Accented Futures' provides an analysis of a wide range of texts, including literature, university seminars and art works. The ideas explored are evocative, thought-provoking, expansive and challenging. 'Accent' indexes a nuance, an attitude, a critical reading position, a local orientation - a way of thinking about the complexities of 'home' that South Africans and others will find invaluable." Arlene Archer, Centre for Higher Education, University of Cape Town

"'Accented Futures' is a rare, courageous book that challenges teachers and knowledge-producers of all kinds to consider deeply, and critique, our own practice and context. In activist fashion, it also suggests ways in which we can all begin to do the work needed to respect and pay attention to the diverse and rich epistemologies and accents not only of contemporary South Africa, but Africa at large." Lindiwe Dovey, School of Oriental and African Studies (SOAS), University of London

Carli Coetzee is a Senior Teaching Fellow at SOAS, University of London, an Honorary Research Fellow at the University of the Witwatersrand, and an Associate Academic at HUMA, University of Cape Town.
Collins (M.) PARTNERS FOR POSSIBILITY, how business leaders and principals are igniting radical change in South African schools
261pp., illus., paperback, Johannesburg, 2015. R325
Partners for Possibility is an organisation that has brokered partnerships between business leaders and school principals to develop confidence, skills and competences.

"This inspiring new book about Partners for Possibility captures a compelling vision for educational change in a series of unforgettable stories. This deceptively simple idea that a principal of an under-resourced school partners with a business leader to design change solutions has proven to deliver tangible results in the lives of children and communities." Professor Jonathan Jansen, Rector and Vice-Chancellor, University of the Free State
Cooper (B.) & Morrell (R.) eds. AFRICA-CENTRED KNOWLEDGES, crossing fields & worlds, foreword by Crain Soudien
211pp., hardback, Woodbridge & Rochester, 2014. R1170
A collection of essays that "rebuts both Euro- and Afrocentric approaches to production of knowledge [and] calls for a multiple, and global, Africa-centredness in which scholars use whatever concepts and research tools are most appropriate to the different African contexts in which they work." from the back cover

Contributions include:
"Re-theorizing the Indigenous Knowledge Debate" by Lesley Green
"Black Boxes & Glass Jars, classification in the hunt for Africa-centred knowledge" by Brenda Cooper
"'Good Houses Make Good People', making knowledge about health & environment in Cape Town" by Warren Smit, Ariane de Lannoy, Robert Dover, Estelle Lambert, Naomi Levitt & Vanessa Watson
"'Humhuism' (Personhood) & Academic Success in a Zimbabwean Secondary School" by Leadus Madzima.

Brenda Cooper is an Honorary Research Associate at the University of Manchester. For many years she was Director of the Centre for African Studies and Professor in the English Department at the University of Cape Town, where she is now Emeritus Professor.
Robert Morrell is Coordinator of the Programme for the Enhancement of Research Capacity at the University of Cape Town.
Cooper (L.) & Walters (S.) eds. LEARNING/ WORK, turning work and lifelong learning inside out
378 pp., paperback, Cape Town, 2009. R240
This book grew out of the Fifth International Conference on Researching Work and Learning, held in Cape Town in 2007 and co-hosted by the University of the Western Cape and the University of Cape Town.Thirty-four scholars from ten countries challenge established understandings of lifelong learning and work, critique the underlying power relations and practices that shape possibilities for learning and/or work and imagine futures that prioritise justice and sustainability for the majority.

Contributions include "Making Different Equal? rifts and rupture in state and policy: The National Qualifications Framework in South Africa" by Rosemary Lugg,
"Learning Indigenous Knowledge Systems" by Jennifer Hays,
"Domestic Workers and Knowledge in Everyday Life" by Jonathan Grossman,
"A New Perspective on the 'Learning Organisation': a case study of a South African trade union" by Linda Cooper, and
"Insights from an Environmental Education Research Programme in South Africa" by Heila Lotz-Sisitka.
Cooper (L.) & Ralphs (A.) eds. RPL AS SPECIALISED PEDAGOGY, crossing the lines
177pp., paperback, Cape Town, 2016. R400
This book offers a theoretical framework for understanding Recognition of Prior Learning (RPL) "not simply as an assessment practice, but as a specialised pedagogy for navigating knowledge boundaries across different contexts." from the back cover

"The title 'RPL as Specialised Pedagogy' boldly states its unique contribution to the theory and practice of the Recognition of Prior Learning. By shifting the focus away from assessment, this work opens up a relatively under researched aspect of RPL. By using a common theoretical framework to investigate RPL in a range of contexts (higher education, workplace, and worker education), it represents a great leap forward in RPL research. Employing Cultural Historical Activity theory to interpret and unify findings from these diverse settings moves RPL research into the theoretical mainstream of current research in the broader field of workplace an adult learning." Dr Christine Wihak, Prior Learning International Research Consortium, Thompson Rivers University, Canada
Deacon (R.) WOZA SIZOKWAKHA!, building higher education: infrastructure renewal, revitalisation and development
168pp., 4to., colour illus., maps, paperback, Johannesburg, 2014. R165
Published by the Department of Higher Education and Training, this book presents some of the new and refurbished lecture theatres, student residences, research laboratories, libraries and recreational and other facilities created at South African universities over the past twenty years. It also assesses what still needs to be done to improve and expand university education in the country.
du Preez (M.) ed. OPINION PIECES BY SOUTH AFRICAN THOUGHT LEADERS,
249 pp., hardback, d.w., Johannesburg, 2011. R290
A collection of critical essays on various aspects of contemporary South Africa.

Contributions include:
"Of Jacob, Julius, Jimmy and the Dancing Monkey" by Max du Preez
"Toxic Policies: diary of a bad year" by Njabulo Ndebele
"The South African Nation" by Neville Alexander
"Crime and Policing: how we got it wrong" by Antony Altbeker
"The Judiciary and the Constitution' by Carmel Rickard
"Environment and Sustainability" by Leonie Joubert
"Perspectives on Poverty in a Democratic South Africa" by Len Verwey
"The State of the Nation's Health" by Kerry Cullinan and Anso Thom
"Education" by Eric Atmore, Dylan Wray and Gillian Godsell
"'The Content of Their Character'" by Jonathan Jansen
"After Invictus" by James Myburgh.

Columnist, editor, film-maker and executive producer Max du Preez has received the following awards: the Louis M Lyons Award for Conscience and Integrity in Journalism (University of Harvard); the Pringle Award for Contributing to Press Freedom (SA Union of Journalists); the Outstanding Journalism Award (SA Foreign Correspondents' Association); and the Nat Nakasa Award (SA National Editors' Forum and Print Media SA).
Edjabe (N.) ed. CHIMURENGA 15, the curriculum is everything (for comrades who ask "what is to be done")
271 pp., 4to., b/w & colour illus., paperback, Cape Town, 2010. R95
Chimurenga is a pan African publication about Africa and its Diasporas and includes political analysis, interviews, photography, fiction, art, and poetry.

This issue focuses on "what the curriculum could be - if it was designed by the people who dropped out of school so they could breathe". Karen Press and Steve Coleman instruct in folk dancing, Winston Mankunku refuses to teach, Phillip Tabare and Johnny Dyani offer method to the Skanga (black music family), and Dambudzo Marechera proposes a "guide to the earth". Other contributors include Sean O'Toole, Aryan Kaganof and Khulile Nxumalo.
Erwee (S.) HOMESCHOOLING HIGH SCHOOL, plotting your path
168 pp., paperback, Cape Town, 2014. R190
A guide to homeschooling high school, which explains how to gain a recognised matric certificate outside the formal school system. It includes advice on legal matters, identifying appropriate courses, sourcing study material, and financing tertiary studies, as well as testimonies of successful homeschooled graduates.

Shirley Erwee has six children and has been homeschooling since 1997.
Falconer (M.) NOTES FROM A HEADMASTER'S DESK, the challenges of education, parenting and teenagers
247 pp., paperback, Johannesburg, 2014. R230
A collection of reflections on various themes: the educational partnership of school, teachers and parents; changes in teaching and learning; technology; the South African educational context; the importance of role models; and the role sport plays in teaching and learning.

Marc Falconer is the first non-Jewish headmaster of King David High School in Johannesburg. He has taught at several independent schools in South Africa, including Thomas Moore College, St Andrew's College and St Stithians College. He also taught in England and New Zealand.
Fataar (A.) ENGAGING SCHOOLING SUBJECTIVITIES ACROSS POST-APARTHEID URBAN SPACES,
185pp., paperback, Stellenbosch, 2015. R380
"One of the few educational sociologists in South Africa working with ethnographic methods, Fataar captures the complex interactions and dynamics between social life, school processes and youth subjectivity in townships in the Western Cape. Its approach to the troubled question of youth and subjectivity is enlightening, and vital to understanding the post-apartheid city and school. Insightfully wrought, the book fills a much-needed gap in educational sociology in South Africa." Linda Chisholm, Professor, Centre for Education Rights and Transformation, University of Johannesburg

"Aslam Fataar's work with concepts of mobilities and space is enormously generative, providing a way for teachers, principals, communities and policy makers to engage with the ‘complex ecologies’ of young people’s learning in urban schools. As an astute policy analyst, he also well knows the systemic barriers in the way of achieving this...This is an exciting and provocative book. It pushes an important conversation about the next phase of education in South Africa and takes the global conversation about pedagogical injustice to new dimensions." Professor Marie Brennan and Dr Lew Zipin, Victoria University, Melbourne

Aslam Fataar is the Vice-Dean: Research in the Faculty of Education at Stellenbosch University. He is President of the South African Education Research Association, and Editor-in-Chief of the Southern African Review of Education. He is also the author of "Education Policy Development in South Africa's Democratic Transition, 1994-1997" (2011).
Featherman (D.L.), Hall (M.) & Krislov (M.) eds. THE NEXT 25 YEARS, affirmative action in higher education in the United States and South Africa
389 pp., paperback, Michigan & Pietermaritzburg, 2010. R275
A collection of essays that explore the legal, political, social, economic, and moral dimensions of affirmative action in higher education and its role in contributing to a just, equitable and vital society in South Africa and the USA.

Forewords by Njabulo Ndebele and Mary Sue Coleman.

Contributions include "The Struggle for National Liberation and the Attainment of Human Rights in South Africa" by Neville Alexander,
"Social Justice and Postapartheid Higher Education in South Africa" by André du Toit,
"Moving on Up? The politics, problems and prospects of universities as gateways for social mobility in South Africa" by Jonathan Jansen,
"Higher Education and the Labor Market in Postapartheid South Africa" by Haroon Bhorat,
"Race and Class in the South African Higher-Education Sector: a focus on the undergraduate experience" by Crain Soudien,
"Institutional Culture and Diversity: engagement and dialogue in a South African university" by Martin Hall, Dorrian Aiken, and Nazeema Mohamed,
"Looking Back" by Stuart Saunders,
"The First Ten Years: the role of public policy in shaping postapartheid higher education in South Africa" by Naledi Pandor and Nasima Badsha, and
"A Future Beyond 'Race': reflections on equity in South African higher education" by Zimitri Erasmus.
Gibbon (T.) ed. DRIVING CHANGE, the story of the South African Norway Tertiary Education Development Programme
168 pp., paperback, Cape Town, 2014. R185
A collection of essays that examine the South African Norway Tertiary Education Development Programme (SANTED), developed jointly by South Africa's Department of Education and the Norwegian Agency for Development Cooperation (NORAD). The Programme, which lasted for ten years (2000-2010), aimed to develop and broaden higher education in South Africa.

Contributions include:
"The Role of the SANTED Secretariat: riding the development cooperation bicycle, hands on and hands off" by Trish Gibbon
"Promoting South African Reform Objectives through Development Cooperation" by Nasima Badsha
"Supporting and Enhancing the Academic Project: improving student throughput and success within an equity framework" by Colleen Howell
"Challenges Relating to the Establishment of Comprehensive Universities in the South African Higher Education Sector" by Martin Oosthuizen

Trish Gibbon was the Director of SANTED and is currently the Senior Director of Institutional Planning, Evaluation and monitoring at the University of Johannesburg.
Guest (B.) STELLA AURORAE, the history of a South African university, volume 1, Natal University College (1909-1949)
391pp., illus., hardback, d.w., Pietermaritzburg, 2015. R240
The first volume in a trilogy on the history of what is now known as the University of KwaZulu-Natal.

Bill Guest is Professor Emeritus and Senior Research Associate in Historical Studies at the University of KwaZulu-Natal.
Henning (M.) ZEST, a celebration of good schools and good teachers
153pp., illus., paperback, Pietermaritzburg, 2012. R140
"There is much from instant analysts of schools on what teachers should be doing, on what government should be spending, and on how parents should be attending to their children. Mark Henning starts with what the children think, appreciate and desire. Here are cues for how to lead and how to teach and how to inspire in a profession which increasingly alienates authorities from educators, teachers from learners, parents from schools, and whole communities from lifelong learning." Professor Jonathan Jansen

Mark Henning was Headmaster of St Sithians College, National Director of the Independent Schools' Council and Vice-President of the World Confederation of Private Educaton. In 1998 he received the Johannesburg College of Education Rector's gold medal award.
Higgins (J.) ACADEMIC FREEDOM, in a democratic South Africa, essays and interviews on higher education and the humanities
272 pp., paperback, Johannesburg, 2013. R320
Foreword, in the form of a letter, by J.M.Coetzee.

"This book argues that the core content of academic freedom - the principle of supporting and extending open intellectual enquiry - is essential to realising the full public value of higher education, and emphasises the central role that the humanities, and the particular forms of argument and analysis they embody, bring to this task." from the back cover

"You will not find a more cogent and incisive account of the perilous state of the humanities in South Africa. John Higgins is unrivalled in his systematic unveiling of the threats to academic freedom and, in the end, to our quest to answer that very complex question: what does it mean to be human after apartheid?" Jonathan Jansen, Rector and Vice-Chancellor, University of the Free State

"In this fine collection of essays and interviews, Higgins raises a scrupulous and analytically acute set of concerns about the constraints that a government has begun to place on the academy in South Africa in order to promote its vision of politics and political economy; and he plausibly proposes a more central place to be given to the critical perspective offered by the humanities as a way of resisting these constraints." Akeel Bilgrami, Director, South Asian Studies, Columbia University

John Higgins is a member of the Academy of Science in South Africa, and a Professor of English at the University of Cape Town.
Holness (L.) GROWING THE NEXT GENERATION OF RESEARCHERS, a handbook for emerging researchers and their mentors
258pp., paperback, Cape Town, 2015. R265
This book "identifies and promotes awareness of contemporary challenges in the local and global higher education context; explains the intrinsic nature of academia worldwide; and provides strategies for individual growth that result in sustained, high-quality research output. It also addresses institutional leadership whose responsibility is to create an environment conducive to the flourishing of research and researchers." from the back cover

Lyn Holness is Senior Co-ordinator for Research Development at the University of Cape Town. She is co-author, with John de Gruchy, of "The Emerging Researcher: nurturing passion, developing skills, producing output".
Hugo (W.) ed. CONCEPTUAL INTEGRATION, and educational analysis
151pp., illus., paperback, Cape Town, 2015. R270
A collection of essays that explain how conceptual integration works and provide practical examples that can help educators grasp how to apply the process in practice.

"It is not often that educational researchers and classroom practitioners can see each other in one common narrative. Hugo and his team do it systematically and accessibly. The chapters in this book build a novel practice language which draws on the sciences (cognitive inguistics) and stretches on to the insides of the pedagogical process, prises it open and excavates its inner workings. In this book pedagogues can recognise the conceptual process they take to elaborate, compress, infer and blend ideas." Yael Shalem, Wits School of Education, University of the Witwatersrand

"Through a detailed set of cases, the book provides a fascinating account of the working of a particular aspect of pedagogy that lies at the heart of educational transmission - the shift from the experiential knowledge of the student to a specialized understanding of a discipline." Ursula Hoadley, School of Education, University of Cape Town

Contributions include:
"Using conceptual integration for educational analysis: a step-by-step guide" by Wayne Hugo
"Analogy but no disanalogy: the case of urban slums" by Carol Bertram
"Conceptual integration in the development of alphabet knowledge" by Clare Verbeek
"A Transforming Pedagogic Space: the school crest" by Jenni Karlsson
"When conceptual integration isn't: examples form mathematics education" by Iben Maj Christiansen.

Wayne Hugo is Associate Professor of Education at the University of KwaZulu-Natal.
Institute for Justice and Reconciliation (comp.) MAKING APARTHEID HISTORY, my contribution, an oral history resource guide
283 pp., 4to., maps, illus., paperback, DVD, Cape Town, 2009. R225
Since 2004 the Institute for Justice and Reconciliation has developed a distinctive methodology to encourage and enable post-apartheid youth to generate oral history in their communities. Projects have been undertaken in Namaqualand, Kakamas, Upington and Rietfontein in the Northern Cape and Langa, Constantia, Hout Bay, and Paarl in the Western Cape. A series of teachers' guides on each of these case studies were produced. These educational resouces are now drawn together into this single volume, with each guide forming a chapter. The chapters are:
1. From Exclusive to Inclusive Narratives: a toolkit for budding historians
2. Pass Laws in the Western Cape: implementation and resistance (2004)
3. Forced Removals: a case study on Constantia (2005)
4. Stories op die Wind: 'n handleiding vir opvoeders oor Noord-Kaapse volksverhale (2006)
5. Bridging the Apartheid Divide: two case studies (2008)

Includes a DVD containing short documentaries filmed in Hout Bay and Paarl.
Jansen (J.) AS BY FIRE, the end of the South African university
285pp., paperback, Cape Town, 2017. R280
Jonathan Jansen, former Vice-Chancellor of the University of the Free State, interviews 11 of the Vice-Chancellors most affected by the student protests of 2015 and 2016, examines the forces at work, why the protests turned violent, and what this means for the future of South African universities.

"The dysfunctional interactions of poorly educated electorates, anarchic, impoverished students, insurgent nationalists, short-sighted governments and corrupted states - all poorly interpreted by weak mass media - erode the foundations of university systems operating amidst pervasive economic and social injustice. Exposing the nervous system of such deep-seated misery requires a rare combination of surgical skill, courage and compassion - qualities that Jonathan Jansen, easily the country's leading expert on education at all levels, has in abundance. Anyone wanting to know why South Africa's best universities are now set to become indistinguishable from the worst simply has to engage with this chilling - superb - study." Professor Charles van Onselen, University of Pretoria

"#Feesmustfall but what must rise? This pre-eminent educationist and thinker shines a light on higher education and the student protests that rocked SA. A must read" Ferial Haffajee, journalist and newspaper editor

"This is what really happened, told with the clarity and compassion of a brilliant insider." Don Pinnock, author of "Gang Town"
Jansen (J.) GREAT SOUTH AFRICAN TEACHERS,
294 pp., paperback, Johannesburg, 2011. R220
A collection of tributes to South African teachers written in response to a call in the Sunday Times newspaper for people to submit a story about the teacher who made the greatest impact on their life. Jonathan Jansen, assisted by Nangamso Koza and Lihlumelo Toyana, introduces the stories.

"The overriding purpose of this book is to convey a message of hope: there are still powerful teacher models on which we can draw to rebuild a faltering school system." Jonathan Jansen

Jonathan Jansen is the Vice-Chancellor of the University of the Free State. He is also the author of "Knowledge in the Blood" and "We Need to Talk".
Nangamso Koza and Lijlumelo Toyana are journalism students at the University of the Free State.
Jansen (J.) KNOWLEDGE IN THE BLOOD, confronting race and the apartheid past
337 pp., paperback, Stanford & Cape Town, 2009. OUT OF PRINT
In 2000 Jonathan Jansen became the first black dean of education at the historically white University of Pretoria. In this book he relates how socio-political change affected the white Afrikaner students he worked with.

"Brave, discerning, and deeply affecting. Bringing realism and rare moral generosity to the most difficult of conflicts, Jonathan Jansen illuminates the stuggles faced by the inheritors of violence, as they move from pride and prejudice to a new and larger knowledge. " Eva Hoffman, author of "After Such Knowledge"

Jonathan Jansen is now Vice-Chancellor of the University of the Free State.
Jansen (J.) LEADING FOR CHANGE, race, intimacy and leadership on divided university campuses
227pp., illus., paperback, London & New York, 2016. R365
Jonathan Jansen "offers a new theoretical framework for thinking about, and transforming, leadership and higher education worldwide. Through an examination of the construct of intimacy and 'nearness', including emotional, spiritual, psychic, intellectual and physical closeness, Jonathan Jansen demonstrates its power to influence positive leadership in young people. He argues that sensory leadership, which includes but extends beyond the power of touch, represents a fresh and effective approach to progressive transformation of long-divided institutions."

Jonathan Janses is Vice Chancellor and Rector of the University of the Free State and President of the Institute of Race Relations. He is a Fellow of the American Educational Research Association and a Fellow of the Academy of Science of the Developing World. In 2013 he was awarded the Education Africa Lifetime Achiever Award in New York and the Spendlove Award from the University of California.
Jansen (J.) LETTERS TO MY CHILDREN, tweets to make you think
188 pp., paperback, Johannesburg, 2012. R140
A collection of tweets by educationalist Jonathan Jansen. He began writing daily words of advice (less than 140 characters) to his two children, it spread to his students at the University of the Free State and is now read by thousands every day.

Jonathan Jansen is the Vice-Chancellor of the University of the Free State. He is the author of "Knowledge in the Blood, confronting race and the apartheid past" and "We Need to Talk", a collection of articles previously published in The Times newspaper.
Jansen (J.) WE NEED TO ACT,
296 pp., paperback, Johannesburg, 2013. R210
A collection of articles focusing on education and social issues in South Africa by Jonathan Jansen, previously published in The Times newspaper.

Professor Jonathan Jansen is Vice Chancellor of the University of the Free State. He is also the author of "Knowledge in the Blood, confronting race and the apartheid past".
Jansen (J.) & Blank (M.) HOW TO FIX SOUTH AFRICA'S SCHOOLS, lessons from schools that work
200 pp., illus., paperback, 2 DVDs, Johannesburg, 2014. R240
Jonathan Jansen and Molly Blank observed schools around South Africa that work, in spite of adverse conditions, and in this manual present the practical strategies that make them successful. Includes a DVD of films made in these schools, as well as templates that can be used for running school improvement workshops.

"This is not a book, it is a manual that principals, teachers, parents or other community members can use to turn around a dysfunctional and ineffective school. The manual draws on research, the 'wisdom of practice', and a good dose of common sense." Jonathan Jansen and Molly Blank, from the introduction

Jonathan Jansen is Vice Chancellor of the University of the Free State. He is also the author of "Knowledge in the Blood, confronting race and the apartheid past", "We Need to Talk", "We Need to Act" and "Great South African Teachers".
Molly Blank is a documentary filmmaker. Her films include "Testing Hope: grade 12 in the new South Africa" and "Where DO I Stand?"
Joubert (R.) & Prinsloo (S.) THE LAW OF EDUCATION IN SOUTH AFRICA,
254 pp., paperback, Second Edition, Pretoria, (2001) 2009. R270
This book makes school law accessible by describing and explaining legal aspects pertaining to managing a school in a professional and ethical way and addressing the interpretation and implementation of acts, regulations, policies and court judgements using practical day-to-day examples experienced in South African schools.
Kapp (P.) MATIES & AFRIKAANS, 'n besondere verhouding, 1911-2011
261 pp., illus., paperback, Pretoria, 2013. R180
Pieter Kapp discusses the relationship between the Afrikaans language and the history of the University of Stellenbosch.

Pieter Kapp was Professor of History at the University of Stellenbosch from 1986 to 1999. As president of the Convocation he took a stand against moves to replace Afrikaans with English as the medium of education on the campus. Currently he is a research associate at the University of the Free State.
Kaschula (R.) & Wolff (H.) eds. MULTILINGUAL EDUCATION FOR AFRICA, concepts and practices
220pp., 4to., paperback, Pretoria & London, 2016. R550
A collection of essays that explore innovative pedagogies in language teaching and language use in education.

Contributions include:
"Teaching Mathematics to isiXhosa-speaking students through Afrikaans" by San Knoetze
"Children's Dictionaries" by Dion Nkomo
"Additional English at Tertiary Level" by Liz Johanson Botha
"A Multilingual Approach to Teaching South African History" by Marijke du Toit.

Russell Kaschula is the NRF SARChi Chair: Intellectualisation of African Languages, Multilingualism and Education, School of Languages & Literatures (African Language Studies Section), Rhodes University.
H. Ekkehard Wolff, University of Leipzig, is Visiting Professor to the NRF SARChi Chair: Intellectualisation of African Languages, Multilingualism and Education, School of Languages & Literatures (African Language Studies Section), Rhodes University.
Khosa (G.) ed. SYSTEMIC SCHOOL IMPROVEMENT INTERVENTIONS IN SOUTH AFRICA, some practical lessons from development practitioners
111 pp., 4to., paperback, Johannesburg, 2013. R150
This book looks at two systemic improvement programmes implemented in Mthawelanga circuit in the Eastern Cape and Retladirela circuit in the North West Province by partnerships between government, JET Education Services, and private sector organisations.

Contributions include:
"The Systemic School Improvement Model" by Godwin Khosa
"JET's Approach to Teacher Development" by Chimwenwe Kamanga
"Parental Involvement in Improving Schooling" by Kedibone Boka
"Lessons on District-level Support and Integration" by Godwin Khosa, with Dina Mashamaite and Koleka Ntantiso.
Kros (C.) THE SEEDS OF SEPARATE DEVELOPMENT, origins of Bantu Education
193 pp., paperback, Pretoria, 2010. R152
Cynthia Kros traces the intellectual development of W.W.M.Eiselen, who chaired the commission that made the recommendations on which the apartheid policy of Bantu Education was constructed. She also examines the context, procedures and report of the Eisel
Kruss (G.) & Gastrow (M.) LINKING UNIVERSITIES AND MARGINALISED COMMUNITIES, South African case studies of innovation focused on livelihoods in informal settings
128pp., paperback, Cape Town & Ottowa, 2015. R130
Glenda Kruss and Michael Gastrow examine "how South African universities engage with the informal sector in marginalised communities to improve livelihoods through inclusive innovation". from the back cover

Glenda Kruss is a director in the Education and Skills Development programme at the Human Sciences Research Council.
Michael Gastrow is a senior research specialist in the Education and Skills Development programme at the Human Sciences Research Council.
Kruss (G.), Visser (M.), Aphane (M.) & Haupt (G.) ACADEMIC INTERACTION WITH SOCIAL PARTNERS, investigating the contribution of universities to economic and social development
288 pp., paperback, Cape Town, 2012. R280
A study that focuses on the engagement practices of individual academics in five South African universities.

"This monograph aims to develop a framework and approach to understand the complexity and diversity of current academic and institutional practice, in order to contribute to more robust debate around the conceptualisation of engagement, and as a basis for more contextually appropriate and differentiated strategic interventions." from the introduction
Lalu (P.) & Murray (N.) eds. BECOMING UWC, reflections, pathways and unmaking apartheid's legacy
192 pp., illus., paperback, Cape Town, 2012. R295
A collection of essays on the history and development of the University of the Western Cape.

Contributions include:
"Campus: a discourse on the grounds of an apartheid university" and "Becoming UWC" by Premesh Lalu
"A Campus Apart" by Noeleen Murray
"A Full Circle: concerning UWC's academic value" by Ciraj Rassool
"Ethical Injunctions: UWC in the face of the 'here and now'" by Maurits van Bever Donker
"Memorials Beyond Apartheid" by Leslie Witz
Lambert (M.) THE CLASSICS AND SOUTH AFRICAN IDENTITIES,
160 pp., paperback, London, 2011. R342
Michael Lambert examines the history of classical studies in South Africa, and illustrates this history's deep roots in the racial, political and educational inequalities which have existed and continue to exist in South African society.

Michael Lambert is Senior Lecturer in the School of Literary Studies, Media and Creative Arts (Classics), University of KwaZulu-Natal.
Latib (S.) & (M.) SPEAKING AS I WANT,
89pp., illus., hardback, Johannesburg, 2017. R220
A collection of essays that grew out of conversations between Salim Latib and his daughter Mishka about closed intellectual environments, self-censorship and political correctness.

Self-published.

Salim Latib lectures in the School of Governance, University of the Witwatersrand.
Mishka Latib is an Electrical and Computer Engineering student at the University of Cape Town.
Leibowitz (B.) et al (eds.) COMMUNITY, SELF AND IDENTITY, educating South African university students for citizenship
180 pp., colour illus., paperback, Cape Town, 2012. R250
This book tells the story of the Community, Self and Identity project initiated by colleagues at the Universities of the Western Cape and Stellenbosch. The project aims to give students an opportunity to study the concepts of community, self and identity by interacting with peers across the divides of race, class, language and institution.

"This is easily one of the most exciting and rare book-length accounts of curriculum change since the 1990s as two South African universities together seek to disrupt, engage, disturb and transform the inherited knowledges of senior undergraduate students in the professions. The inventive modular designs and the deep scholarly reflections on 'what happened and why' represent one of the best traditions of scholarship in the curriculum field. Despite the modesty of the editors, what is captured here offers hitherto unprecedented insights into how universities can challenge and change students, teachers and themselves. I am definitely prescribing this seminal text for my academics and students alike." Jonathan Jansen, Rector and Vice Chancellor of the University of the Free State.

Contributions include:
"Understanding the Challenges of the South African Higher Education Landscape" by Brenda Leibowitz
"Student Experiences of the CSI Module" by Ronelle Carolissen
"Using Cognitive Maps to Heal the Legacies of Apartheid" by Stanley D.Brunn
"Educating the Educators: creating a powerful learning environment" by Brenda Leibowitz, Vivienne Bozalek, Ronelle Carolissen, Lindsey Nicholls, Poul Rohleder and Leslie Swartz.
Levy (S.) & Earl (C.) STUDENT VOICES IN TRANSITION, the experiences of pathways students
350 pp., paperback, Pretoria, 2012. R407
This book seeks to capture pathway students' stories about their first year of higher education, so as to better understand how such previously under-represented students perceive university and learn to successfully adapt. The students interviewed here entered university through access pathways at Monash University campuses in Australia and South Africa.

Stuart Levy is the Director of the Diploma of Tertiary Studies (DoTS) pathway and is based on the Gippsland campus of Monash University.
Catherine Earl lectures in Sociology in the School of Applied Media and Social Sciences, Monash University Gippsland.
Lewis (J.) dir. DIE SKERPIOEN ONDER DIE KLIP, Afrikaans van kolonialisme tot demokrasie
30 minutes, DVD, , 1997. R265
A documentary on the history and development of the Afrikaans language. In Afrikaans with English subtitles.
Maake (N.) BARBARISM IN HIGHER EDUCATION, once upon a time in a university
333 pp., paperback, Johannesburg, 2011. R280
A memoir by academic, writer and newspaper columnist Nhlanhla Maake, in which he "takes the reader through a thicket of institutional practices that seem to be contrary to the spirit and letter of transformation at the University of the North West, as he experienced it." Mail & Guardian

"...the narrative confirms that reform of Higher Education in South Africa is racked with internecine fighting, alarming levels of incompetence and simple nepotism. As this story tells, often it is managed by limited, but highly ambitious people, who hide behind a discourse of duplicity which hides naked racism." Professor Peter Vale

Nhlanhla Maake is currently Executive Dean of the Faculty of Humanities at the University of Limpopo.
Mamdani (M.) SCHOLARS IN THE MARKETPLACE, the dilemmas of neo-liberal reform at Makerere University, 1989-2005
296 pp., paperback, Dakar, 2007. R275
A case study of market-based reforms at Makerere University in Kampala, Uganda.

Mahmood Mamdani is Herbert Lehman Professor of Government at Columbia University. His previous books include "Citizen and Subject". "When Victims Become Killers" and "Good Muslim, Bad Muslim". He lives in New York City and Kampala.
Maringe (F.) & Prew (M.) eds. TWENTY YEARS OF EDUCATION TRANSFORMATION IN GAUTENG 1994 TO 2014, an independent review
334pp., paperback, Somerset West, 2014. R180
A collection of essays on different aspects of education in Gauteng since 1994.

"'Twenty Years of Education Transformation in Gauteng 1994 to 2014: An Independent Review' is an invaluable contribution to understanding both the challenges and the successes of system-wide education change in South Africa. Authored by some of the leading public sector managers and university scholars, it offers judicious narratives of the complex passage from policy to implementation to institutionalisation." Professor Brahm Fleisch, Wits School of Education and Head of Educational Leadership and Policy Studies

Contributions include:
"Twenty Years of Curriculum Development in Gauteng: successes and challenges" by Felix Maringe
"Resourcing Public Ordinary Schools" by Gugu Nyanda
"Teacher Knowledge and Professional Development" by Francine de Clerq and Yael Shalem
"Working Towards Education for All in Gauteng" by Elizabeth Walton
"Change, Access, Quality and Choice: the independent school sector in Gauteng 1994-2014" by Jane Hofmeyr
"The Carrot and the Stick: school improvement through support and accountability" by Veerle Dieltiens and Brian Mandipaza.
McLaughlin (C.), Swartz (S.), Kiragu (S.), Walli (S.) & Mohamed (M.) OLD ENOUGH TO KNOW, consulting children about sex and AIDS education in Africa
140 pp., colour illus., paperback, Cape Town, 2012. R150
A study, comprising a sample of eight schools in Kenya, South Africa and Tanzania, that examines the sources, contents and processes of children's community-based sexual knowledges and explores how these knowledges interact with AIDS education programmes in school.

"The bundle of evidence from the three countries on the gap between children's knowledge of sexuality and the lack of interaction with that knowledge within the school context is rich and convincing. The findings contribute to work in sexuality education that points at the necessity to understand youth's sexual knowledge." Dr Ariane DeLannoy, Children's Institute, University of Cape Town
Morrell (R.), Bhana (D.) & Shefer (T.) eds. BOOKS AND BABIES, pregancy and young parents in schools
236 pp., colour illus., paperback, Cape Town, 2012. R295
This book is the result of a five-year collaborative research project involving the University of KwaZulu-Natal and the University of the Western Cape in South Africa and Erasmus University in The Netherlands. Quantitative and qualitative research was 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, surveys the attitudes of fellow learners and presents the experiences and struggles of the young parents themselves.

"This book steps beyond our oft-repeated concerns about teenage pregnancy by presenting a gender analysis of the meaning of parenthood for young parents, and the responses of the educational system and stakeholders to teenage fertility and child-rearing. It is essential reading for those seeking to understand this critical area of health and education policy and practice." Rachel Jewkes, Director of the Gender & Health Unit, Medical Research Council.
Motala (S.), Dieltiens (V.) & Sayed (Y.) eds. FINDING PLACE AND KEEPING PACE, exploring meaningful and equitable learning in South African schools
174 pp., paperback, Cape Town, 2012. R390
A collection of essays by South African authors on gaining access to and completing basic education in South Africa, based on research conducted for the Consortium on Research in Education Access, Transition and Equity (CREATE).

"This book is an important scholarly contribution on the puzzling phenomenon that we have in South Africa of learners getting into school but failing to prosper. They are finding place in schools but arriving is not translating into either personal or social benefit. Through analyses of issues such as repetition, over-agedness and the poor delivery of teaching this text puts into stark perspective the scale of the mountain South Africa has to climb. This is essential reading for South Africans who wish to change the system." Crain Soudien, Vice Chancellor, University of Cape Town

Contributions include:
"South Africa's School-Going Culture? Findings from the Social Surveys Africa-Centre for Applied Legal Studies Access to Education Survey" by Sarah Meny-Gibert and Bev Russell
"Inside the School Gates: what do learners have access to?" by Veerle Dieltiens, Setungoane Letsatsi and Elvis Ngwenya
"Reading Between the Lines: examining 'opportunity to learn' in a sample of Eastern Cape workbooks" by Hamsa Venkat
"Beyond Access: how can schools respond to the crisis in care?" by Samantha Williams.
Msila (V.) & Gumbo (M.) eds. AFRICANISING THE CURRICULUM, indigenous perspectives and theories
230pp., paperback, Stellenbosch, 2016. R440
A collection of essays that offer "a compelling argument for the deliberate embrace of African culture to advance African knowledge and, in the process, enhance African lives." Ama Mazama, Temple University, Leader of Afrocentricity International

"Some of the most thorough philosophical and historical appraisals of the problem of a pedagogy that intentionally marginalises and demeans indigenous cultures, knowledges, histories and experiences are to be found in the essays that constitute this volume...Most importantly, the overwhelming majority of contributors to this volume are solution-orientated. They dare to answer the question around which many skirt, namely what shape and form should a decolonised curriculum take on? This truly is a brave and timely book, overflowing with fresh perspectives and written by distinguished experts in the field." Tinyiko Maluleka, Professor of African Culture and Spirituality, University of Pretoria

"This book is timely. Its publication coincides with the uprising throughout South African universities, spurred by students' demand to decolonise the curriculum. The book is a welcome contribution to the ensuing debate on what ought to be the content of a curriculum in a post-apartheid university. It's a worthy read for anyone looking for insight on this historic debate, and the authors ought to be congratulated for their foresight." Mcebisi Ndletyana, Associate Professor of Political Science, University of Johannesburg

Contributions include:
"The African Renaissance and the Decolonisation of the Curriculum" by Philip Higgs
"A Model for Indigenising the University Curriculum: a quest for educational relevance" by Mishack Gumbo
"Revival of the University: rethinking teacher education in Africa" by Vuyisile Msila
"Issues in Africanising Higher Education Curricula" by Vitallis Chikoko
"Africanisation: answering back, a cultural revolution" by Simphiwe Sesanti.

Vuyisile Msila is Head of the Institute for African Renaissance Studies, College of Graduate Studies, UNISA.
Mishack Gumbo is Assistant Manager, Office of Graduate Studies & REsearch, College of Education, UNISA.
Ngobeni (S.) ed. SCHOLARLY PUBLISHING IN AFRICA, opportunities & impediments
378 pp., paperback, Pretoria, 2010. R250
Contributions include:
"Towards Improving Research Inputs and Outputs in South Africa, the initiatives of the Academy of Science of South Africa" by Nthabiseng Taole
"The University Press and Scholarly Publishing in South Africa" by Patrick Ebewo
"Scholarly Publishing in South Africa" by Solani Mgobeni
"The impact of the South African Rating System on an Academic Journal, a lot opportunity" by Jean Mitchell and André le Roux
"The 'Politics' and Pratice of Peer Review in South Africa' by Elizabeth le Roux
"The Case of Publication and Funding in South African Academic Circles" by David Bogopa and Theodore Petrus.
Noble (V.) A SCHOOL OF STRUGGLE, Durban's medical school and the education of Black doctors in South Africa
385 pp., illus., paperback, Pietermaritzburg, 2013. R365
A history of the University of KwaZulu-Natal Medical School, which opened in 1951. For many years it was the only institution willing to train African students and by 1994 had produced the largest number of black doctors in South Africa. Alumni include Steve Biko, Jerry Coovadia, Mkosazana Dlamini Zuma, Malegapuru Makgoba, Zweli Mkhize and Mamphela Ramphele. Today it is named the Nelson R.Mandela School of Medicine.

Vanessa Noble lectures in history at the University of KwaZulu-Natal.
Perold (H.), Cloete (N.) & Papier (J.) eds. SHAPING THE FUTURE OF SOUTH AFRICA'S YOUTH, rethinking post-school education and skills training
208 pp., paperback, Somerset West, 2012. R180
This book is the product of a collaborative effort between the Centre for Higher Eduction Transformation, the Ford Foundation, the Further Education and Training Institute (FETI) at the University of the Western Cape, and the Southern African Labour and Development Research Unit (SALDRU) at the University of Cape Town

Contributions include:
"The Challenges Unemployment Imposes on Youth" by Cecil Mlatsheni
"Higher Education and an Expanded Post-School Education System" by Trish Gibbon, Johan Muller and Heather Nel
"Trends in Training in South Africa" by Nicola Branson
"Opening the Doors of Learning? Viewing the post-school education and training landscape from a youth perspective" by Helene Perold
Pillay (P.) ed. HIGHER EDUCATION FINANCING, in east and southern Africa
241 pp., paperback, Somerset West, 2010. R180
A nine-country study of higher education financing in Africa which explores trends in financing policies, with special attention to the nature and extent of public sector funding, the growth of private financing, and the changing mix of financing instruments that these countries are developing in response to public sector financial constraints.

Contributions include:
"Botswana" by Happy Siphambe
"Lesotho" and "South Africa" by Pundy Pillay
"Mozambique" by Arlindo Chilundo
"Namibia" by Jonathan Adongo
"Mauritius" by Praveen Mohadeb
Ravhudzulo (A.) & Ndlangamandla (S.) eds. PRACTICAL AND CRITICAL ISSUES IN OPEN DISTANCE LEARNING,
202pp., paperback, Pretoria, 2015. R285
A collection of essays on distance education as a viable solution for higher education in developing countries. The contributors explore various systems and policies, address the issues of learner support and curriculum design, and provide pratical demonctrations of e-learning and mobile technology,
Ray (M.) FREE FALL, why South African universities are in a race against time
422pp., b/w & colour illus., paperback, Johannesburg, 2016. R320
Journalist Malcolm Ray discusses the root causes of the crisis in highter education in South Africa and the #RhodesMustFall and #Fees Must Fall movements.

Foreword by Vuyo Jack.
Reddy (C.), le Grange (L.), Beets (P.) & Lundie (S.) QUALITY ASSESSMENT, in South African schools
122pp., paperback, Reprint, Cape Town, (2015) 2015. R155
This book explains the theory and practical application of learner assessment in terms of the policy statement on assessment for South African schools. It discusses assessment strategies at classroom and programme level and examines strategies, methods and techniques.

Professor Chris Reddy, Distinguished Professor Lesley le Grange and Associate Professor Peter Beets all work in the Department of Curriculum Studies at Stellenbosch University.
Samuel Lundie is a lecturer and Programme leader in the Faculty of Education, North West University (Potchefstroom).
Reilly (J.) TEACHING THE 'NATIVE', behind the architecture of an unequal education system
302pp., paperback, Cape Town , 2016. R290
"'Teaching the Native' provides an invaluable historical explanation for the controversies that currently bedevil South African education. Artfully written, with a keen eye for historical nuance and detail, Joseph Reilly takes us on an epic journey through the history of South African educational policy, demonstrating the global and transnational connections between the South African university and British imperialism and American racism. He deftly weaves a story of how education, far from being a neutral 'technocratic' solution to inequality, has actually played a key role in creating societies structured in dominance. His analysis, which demonstrates that the present dissatisfaction within the South African academy is a predictable outcome of its history, also provides a valuable blueprint for how to rebuild South African education in the 21st century." Zine Magubane, Associate Professor of Sociology, Boston College

Scholar and anti-apartheid activist Joseph Reilly is currently working on an archival project celebrating the scholarship and liberation heritage of Professor Ben Magubane through the Bernard Magubane Trust.
Soudien (C.) REALISING THE DREAM, unlearning the logic of race in the South African school
270 pp., paperback, Cape Town, 2012. R395
Foreword by Jonathan Jansen.

Crain Soudien analyses how the ongoing pre-occupation with race continues to be played out in the lives of post-apartheid South African school students and how this prevents the evolution of new ways of understanding.

""A sterling example of scholarship out-of-bounds precisely because it is grounded in lived reality. Crain Soudien enables movement from proscribed to capacious possibilities for personhood, sociability and for knowledge (un)making and sharing. From this place of 'big mind' he writes not only against but through 'race', piercing its countless mutations en route to wide-open anti-racial reasoning. Steeped in history, Soudien's 'new critical sociology' walks with history into a possible future. 'Realising the Dream' will have prize place on the shelves of readers interested in difference as a catalyst for - not a hindrance to - becoming more human. This work is saturated with an ethic of care and quiet defiance. It is both seminal and beautiful." Zimitri Erasmus, Associate Professor of Sociology, University of the Witwatersrand

Crain Soudien is a professor in Education and formerly the Director of the School of Education at the University of Cape Town.
Soudien (C.) YOUTH IDENTITY IN CONTEMPORARY SOUTH AFRICA, race, culture and schooling
135 pp., paperback, Cape Town, 2007. R178
Based on 15 years of research amongst young people in South Africa schools. Crain Soudien discusses the identities of South Africa's youth in an attempt to understand the relationship between race, class and identity and what it means to grow up in a diverse society.

Foreword by Njabulo Ndebele.
Speckman (M.) & Mandew (M.) eds. PERSPECTIVES ON STUDENT AFFAIRS IN SOUTH AFRICA,
154 pp., paperback, Somerset West, 2014. R150
Foreword by Ahmed Bawa.

A collection of essays on student welfare and student development. Contributions include:
"An overview of critical issues in the student affairs profession: a South African perspective" by Llewellyn MacMaster
"Student success as the Number One Affair in Student Affairs: a structural inequality outlook" by Matete Madiba
"The Place of Social Work as a Support Service for Tertiary Students" by Zethu Mkhize
"Back to Basics: selected views on factors that prevent access in higher education" by Lullu Tshiwula and Ncedikaya Magopeni.
Swartz (S.) & Bhana (A.) TEENAGE TATA, vioces of young fathers in South Africa
121 pp., paperback, Cape Town, 2009. R50
An in-depth study of impoverished young South African men who become fathers while teenagers.

"Becoming a young father is often portrayed as a personal disaster. In this book, we are taken beyond this story of misfortune into the rich emotional worlds of young, black South African fathers." Robert Morrell, Professor of Education, University of KwaZulu-Natal.

"'Teenage Tata' is beautifully written and well-illustrated with the words of the protagonists. What beams through is the responsibility young men feel towards their children, and their emotional investment in them. But what is also evident is that these young men have very few options for realising this sense of responsibility. It is plain that this study will be a landmark on the path towards the development of innovative programmes to assist young fathers." Linda Richter, Executive Director, Child, Youth, Family and Social Development Programme (CYFSD), Human Sciences Research Council (HSRC).

Dr Sharlene Swartz is a sociologist and researcher at the CYFSD, HSRC, and a visiting research fellow at the University of Cambridge.
Professor Arvin Bhana is a psychologist and Deputy Executive Director at CYFSD, and an adjunct associate professor in the School of Psychology, University of KwaZulu-Natal.


Tabensky (P.) & Matthews (S.) eds. BEING AT HOME, race, institutional culture and transformation at South African higher education institutions
322pp., paperback, Pietermaritzburg, 2015. R320
A collection of essays that examine some of the most pressing challenges facing higher education institutions in contemporary South Africa.

"This is arguably one of the three most important books on higher education transformation in South Africa to have emerged in the last decade. The richly textured stories might come from one institution, Rhodes University, but they are hung onto compelling theories of institutional culture and change, giving the book meaning and relevance to universities "at home" and abroad. A long-time sceptic of hastily edited books in South Africa's subsidy-obsessed universities, I have to admit that I gulped down this fascinating collection on one sitting. Highly recommended." Jonathan Jansen, Visiting Scholar, Stanford University

Contributions include:
"'Feeling at Home': institutional culture and the idea of a university" by Samantha Vice
"Making Room for the Unexpected: the university and the ethical imperative of unconditional hospitality" by Minesh Dass
"Race and Justice in Higher Education: some global challenges, with attention to the South African context" by Lewis Gordon
"Thinking Outside the Ivory Tower: towards a radical humanities in South Africa" by Nigel Gibson
"Africanising Institutional Culture: what is possible and plausible" by Thaddeus Metz.




Thomas (C.) ed. FINDING FREEDOM IN THE BUSH OF BOOKS, the UWC experience and spirit
189 pp., illus., hardback, d.w., East London, 2010. R270
Former students of the University of the Western Cape write about their experiences on campus.

Contributors include Roy du Pre, Cecyl Esau, Ebrahim Patel, Richard Stevens, Vernon Domingo, Ambrose George, and poets James Matthews, Diana Ferrus and Athur Nortje.

Published to celebrate the fiftieth anniversary of the founding of the University of the Western Cape.

Text in English and Afrikaans.

Trotter (H.) et. al. SEEKING IMPACT AND VISIBILITY, scholarly communication in southern Africa
246 pp., 4to., map, paperback, Cape Town, 2014. R185
This study, conducted by the Scholarly Communication in Africa Programme (SCAP) at the Universities of Botswana, Cape Town, Mauritius and Namibia, analyses current research and communication practices in southern African universities and recommends "technical and administrative innovations based on open access dissemination principles." from the back cover
Vally (S.) & Motala (E.) eds. EDUCATION ECONOMY & SOCIETY,
273 pp., paperback, Pretoria, 2014. R285
A collection of essays on the relationship between education and unemployment, inequality and poverty.

Contributions include:
"'No one to Blame but Themselves'; rethinking the relationship between education, skills and employment" by Enver Motala and Salim Vally
"Universities and the 'Knowledge Economy'" by Neville Alexander
"Skills? What Skills? Jobs? What Jobs? An overview of research into education/ labour market relationships" by Sanie Allais and Oliver Nathan
"On the Use and Abuse of Education: reflections on umemployment, the 'skills gap' and 'zombie economics'" by John Treat
"The Youth Wage Subsidy in South Africa: employment, skills and 'churning'" by Niall Reddy.

Salim Vally is Associate Professor and Director of the Centre for Education Rights and Transformation, University of Johannesburg.
Enver Motala is Adjunct Professor at the Nelson Mandela Metropolitan University and a researcher at the Nelson Mandela Institute for Education and Rural Development, University of Fort Hare, East London.
van der Merwe (J.) & van Reenen (D.) TRANSFORMATION AND LEGITIMATION IN POST-APARTHEID UNIVERSITIES, reading discourses from 'Reitz'
309pp., paperback, Bloemfontein, 2016. R535
JC van der Merwe and Dionne van Reenen revisit the 2008 'Reitz incident', when white male students from the Reitz residence at the University of the Free State made a video of black workers kneeling to eat food that had been urinated on. They analyse the broader structures, positions, discourses and practices that made such an incident possible. They also examine the student and worker protests of 2016 and the resultant legitimation crisis facing South African universities, and ways that institutional legitimacy and reputation could be restored.

JC van der Merwe is Deputy Director of The Institute for Reconciliation and Social Justice at the University of the Free State.
Dionne van Reenen is a researcher at The Institute for Reconciliation and Social Justice.
van der Ross (D.) A BLOW TO THE HOOP, the story of my life and times
236 pp., b/w & colour illus., paperback, Cape Town, 2010. R165
The autobiography of Richard van der Ross, Rector of the University of the Western Cape from 1975 to 1986. After a term as Member of the Western Cape Legislature he served as South Africa's Ambassador to Spain and Andorra.

Foreword by Helen Zille.
Veriava (F.) et al BASIC EDUCATION RIGHTS HANDBOOK, education rights in South Africa
400pp., illus., paperback, Johannesburg, 2017. R250
"The aim of this book is to empower communities, school governing bodies, principals, teachers and learners to understand education law and policy and to know when learners' rights have been violated and what steps are required to protect those rights." from the preface
Waghid (Y.) DANCING WITH DOCTORAL ENCOUNTERS, democratic education in motion
158pp., paperback, Stellenbosch, 2015. R315
Yusef Waghid, Distinguished Professor of Philosophy of Education in the Department of Education Policy at Stellenbosch University, reflects on his supervision of doctoral candidates, focusing on the idea of a democratic encounter and highlighting aspects of democratic educational theories that have inspired the encounters.

Yusef Waghid's other books include "African Philosophy of Education Reconsidered: on being human" (2014) and "Pedagogy Out of Bounds: untamed variations of democratric education" (2014).
Webster (T.) HEALDTOWN, under the eagle's wings, the legacy of an African mission school
191 pp., map, b/w & colour illus., paperback, Cape Town, 2013. R250
A history of Healdtown, a Methodist mission station established in 1855. Healdtown, near Fort Beaufort in the Eastern Cape, became the largest high school in South Africa. Many of those who became leaders in the struggle for democracy are among the school's alumni: Govan Mbeki, Robert Sobukwe, Nelson Mandela, Matthew Goniwe, Justice Thembile Skweyiya, Phyllis Ntantala, Victoria Mxenge and Raymond Mhlaba. The Bantu Education Act of 1953 resulted in the closure of the mission when it was handed over to the Ciskei Bantustan. Today, the Historic Schools Restoration Project is attempting to the school to its former glory.
Weinberg (P.) ed. VIEWPOINTS, the University of Cape Town and its treasures
249 pp., 4to., b/w & colour illus., hardback, d.w., Cape Town, 2013. R440
Preface by Vice-Chancellor Max Price.
Introduction by former Vice-Chancellor and Principal Njabulo Ndebele.

The University of Cape Town celebrates it's treasures: architecture, art, history, culture, archives and collections. Includes sections on The Irma Stern Collection, The Kirby Collection of Musical Instruments, The Bleek and Lloyd Collection, the paintings, prints, botanical art and photographs that have been acquired.
Westcott (N.) dir. SINK OR SWIM, navigating language in the classroom
approx 25 minutes, DVD, , (2003). R230
A documentary which explores the need for first-language learning in South African schools. Filmed in various Cape Town schools, the film includes an interview with Neville Alexander (1936-2012), former director of Project for the Study of Alternative Education in South Africa (PRAESA) at the University of Cape Town.
Wildschut (A.), Meyer (T.) & Akoojee (S.) CHANGING ARTISANAL IDENTITY AND STATUS, the unfolding South African story
94pp., illus., paperback, Cape Town, 2015. R150
A study that evaluates changes to artisan identity and status in the manufacturing sector, and offers a perspective on the policy debate in South Africa.
Wright (L.) ed. SOUTH AFRICA'S EDUCATION CRISIS, views from the Western Cape
142 pp., illus., paperback, Grahamstown, 2012. R150
A collection of articles on the education crisis in South African schools, mainly by staff of the Institute for the Study of English in Africa at Rhodes University. Although the focus is the Eastern Cape, many of the issues discussed are common to education in rural areas throughout southern Africa.

Contributions include:
"Schooling and Resources in the Eastern Cape" by Monica Hendricks
"Visual Literacy: reflections from rural schools" by Madeyandile Fulani
"Language Textbooks and the Challenge of Equal Education" Ntombekhaya Fulani
"Origins of the Eastern Cape Education Crisis", "National Language Conundrums in the Rural Classroom" and "Teachers as Heroes" by Laurence Wright.

Laurence Wright is Director of Rhodes University's Institute for the Study of English in Africa
Zinn (A.) ed. §, the life and times of Neville Alexander
164pp., paperback, Stellenbosch, 2016. R345
A collection of keynote addresses and responses that were made at a conference in Neville Alexander's honour held at the Centre for Non-Racialism and Democracy, Nelson Mandela Metropolitan University in 2013. Neville Alexander died in 2012.

Introduction, afterword and addendum by Crain Soudien. Includes contributions by Pallo Jordan, KA Porteus, Brian Ramadiro, Eugene and Lydia Cairncross, and Slaim Vally.

Also includes a DVD-ROM of the conference.