Browsing Category Education

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.
Amukugo (E.) ed. DEMOCRACY AND EDUCATION IN NAMIBIA AND BEYOND, a critical appraisal
157pp., paperback, Windhoek, 2017. R270
A collection of essays on education as an instrument of social change in Namibia and southern Africa.

Elizabeth Amukugo is currently Associate Professor in the Department of Educational Foundations and Management, Faculty of Education, University of Namibia.
Baatjes (I.) ed. LEARNING FOR LIVING, towards a new vision for post-school learning in South Africa
292pp., illus., paperback, Cape Town, 2018. R250
Critically examines the relationship between post-school education and the world of work and makes proposals on how to transform the post-school system to better serve the needs and interests of rural and urban communities.
Bank (L.), Cloete (N.) & van Schalkwyk (F.) eds. ANCHORED IN PLACE, rethinking higher education and development in South Africa
241pp., illus., paperback, Somerset West, 2018. R265
"This is a superb volume. I believe it will attract considerable attention in the United States and Europe and of course in South Africa as well." Professor Steven Diner, author of Universities and Their Cities: education in America

Contributions include:
"The Engaged University and the Specificity of Place: the case of Nelson Mandela Metropolitan University" by François van Schalkwyk and George de Lange
"Challenges of University-City Relationships: reflections from the University of the Witwatersrand" by Alan Mabin
"The University of Fort Hare in Post-Apartheid South Africa" by Nico Cloete & Ian Bunting
"The Politics and Pathology of Place: student protests, collective consumption and the right to the city in East London" by Leslie Bank & Mark Paterson.

Leslie Bank is a Deputy Executive Director at the HSRC and Adjunct Professor of Social Anthropology at the University of Fort Hare. He is the author of City of Broken Dreams: myth-making, nationalism and university of the African Rust Belt and Imonti Modern: picturing the life and times of a South African location (with Mxolisi Qebeyi).
Nico Cloete is the Director of the Centre for Higher Education Trust in South Africa. His is Adjunct Professor at the University of Oslo and Extraordinary Professor in the DST-NRF Centre of Excellence in Scientometrics and Science, Technology and Innovation Policy, Stellenbosch University.
François van Schalkwyk is an independent researcher working of higher education studies, open data and scholarly communication. He is the author of Castells in Africa: universities and development.
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.
Booysen (S.) ed. FEES MUST FALL, student revolt, decolonisation and governance in South Africa
350pp., paperback, Johannesburg, 2016. R385
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.
Bush (N.) & Codrington (G.) FUTURE-PROOF YOUR CHILD FOR THE 2020s AND BEYOND,
302pp., paperback, New Edition, Cape Town, 2019. R240
A revised and updated edition of Future-proof Your Child, parenting the wired generation published in 2009.

"Current global disruption and the pace of change have everyone questioning the type of future that our children face. In their book, Future-proof Your Child for the 2020s and Beyond, Nikki and Graeme provide a framework for parenting that penetrates the negative forecasts, presents possibility, and also helps parents to guide their children into being fully human and skilled to thrive in any future." Deanne King, Head of School, St Mary's School, Waverley, Johannesburg.

Nikki Bush is the author of Easy Answers to Awkward Questions and Tech-Savvy Parenting. She is a guest lecturer at Henley Business School, Wits Business School and the Gordon Institute of Business Science. In 2016 she received her CSP™ (Certified Speaking Professional) designation from the National Speakers Association in the US. She lives in Johannesburg.
Futurist and strategy consultant Graeme Codrington is the author of Mind the Gap and Leading in a Changing World.
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
Chantiluke (R.) et al (eds.) RHODES MUST FALL, the struggle to decolonise the racist heart of empire, written by the Rhodes Must Fall Movement, Oxford
382pp., paperback, London, 2018. R295
The story of the #RhodesMustFall campaign at Oxford University, written by key members of the movement.

"From the colonies to the heart of empire, #RhodesMustFall reinvigorated the academy like no other student movement since the 1960s. This book is an explosive testament to that collective achievement." Xolani Mangcu, Professor of Sociology, University of Cape Town.
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.
Chisholm (L.) BETWEEN WORLDS, German missionaries and the transition from mission to Bantu Education in South Africa
265pp., illus., maps, paperback, Johannesburg, 2017. R380
"In "Between Worlds Linda Chisholm meticulously and with great sensitivity dissects how one mission society, the German Hermannsburg Mission Society, parleyed its decision to remain within the state system in the shift from mission to Bantu Education, in creative and important ways. The book is a detailed portrait of the Hermannsburg Mission’s education work, but also a critical and insightful commentary on a set of broader questions, reflecting off the current political moment in South Africa." Professor Natasha Erlank, Historical Studies, University of Johannesburg

"Linda Chisholm’s account of German Lutheran missionaries’ school and teacher education work in South Africa disrupts conventional understandings of the role of missionaries in the development of South Africa’s education system. Drawing on extensive archival research in South Africa and Germany, the history of the largely ignored Hermannsburg Mission reveals the ambiguities and contradictions which marked their complex relationships with local communities and the colonial and apartheid state." Volker Wedekind, School of Education, University of Nottingham

Linda Chisholm is Professor in the Centre for Education Rights and Transformation at the University of Johannesburg. Her other books include "Changing Class: education and social change in post-apartheid South Africa"
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
Collyer (F.), Connell (R.), Maia (J.) & Morrell (R.) KNOWLEDGE AND GLOBAL POWER, making new sciences in the South
217pp., paperback, First SA Edition, Johannesburg, 2019. R350
First published in Australia.

"Knowledge and Global Power is a ground-breaking international study which examines how knowledge is produced, distributed and validated globally. The former imperial nations - the rich countries of Europe and North America - still have a hegemonic position in the global knowledge economy. Fran Collyer, Roewyn Connell, João Maia and Robert Morrell, using interviews, databases and fieldwork, show how intellectual workers respond in three Southern tier countries, Brazil, South Africa and Australia. The study focuses on new, socially and politically important research fields: HIV/AIDS, climate change and gender studies. The research demonstrates emphatically that 'place matters', that research and scholarship are shaped by global relationships. But it also shows that knowledge workers in the global South have room to move: they can set distinctive agendas and form local knowledge." Jonathan Jansen, Distinguished Professor of Education, University of Stellenbosch

Fran Collyer is Associate Professor at the University of Sydney.
Roewyn Connell is Professor Emerita at the University of Sydney.
João Maia teaches in the School of Social Sciences at Fundação Getulio Vargas, Rio de Janeiro.
Robert Morrell is an historian working in research development at the University of Cape Town.
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.) & 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 (J.) HUMAN RESOURCES MANAGEMENT IN PUBLIC SCHOOLS, a practical guide
291pp., paperback, Cape Town, 2019. R520
Provides an overview of the most important laws and regulations affecting schools in the area of human resource management.

Admitted attorney Jaco Deacon is Deputy Chief Executive of the Federation of Governing Bodies of South African Schools (FEDSAS) and trustee of the South African Educational Development Trust. He serves on the South African Council for Educators (SACE) and the Ethics Committee and is current President of the South African Education Law Association (SAELA). He is the author of School Governance: common issues and how to deal with them.
du Preez (M.) ed. OPINION PIECES BY SOUTH AFRICAN THOUGHT LEADERS,
249 pp., hardback, d.w., Johannesburg, 2011. OUT OF PRINT
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).
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).
Fleisch (B.) THE EDUCATION TRIPLE COCKTAIL, system-wide instructional reform in South Africa
164pp., illus., paperback, Cape Town, 2018. R250
Brahm Fleish offers theory and evidence for "a new approach to improving foundational teaching and learning for schoolchildren living in working-class, poor and remote rural communities in resource-constrained systems like South Africa." from the back cover

Brahm Fleisch is Professor of Education Policy in the Division of Education Leadership, Policy and Skills at the University of the Witwatersrand. His books include "Primary Education in Crisis" and "The Constitution in the Classroom".
Grundlingh (A.) & Oosthuizen (H.) eds. STELLENBOSCH 100, 1918-2018
527pp., 4to., b/w & colour illus., hardback, d.w., Stellenbosch, 2018. R750
An analytical history of Stellenbosch University that situates the institution within a wider historical context.
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.
Gumbo (M.) & Msila (V.) eds. AFRICAN VOICES ON INDIGENISATION OF THE CURRICULUM, insights from practice
419pp., illus., paperback, Durban, 2017. R390
Introduction by Joseph Matowanyika.

"Discussions about new educational futurities for Africa need to anchor intellectual thoughts of African scholars themselves. This book does exactly that and, in so doing it opens up possibilities for genuine educational transformation in Africa. The situatedness of empirical case studies in the richness of theory makes this a critical read on African Indigeniety. Indigeniety has become central in dialogues about decolonisation and the ways we transform education to create multi-centric learning spaces. By contesting the historical, political, economic, spiritual and sociocultural particularities and peculiarities that have shaped how we come to know and disseminate knowledge in global spaces and in the age of transnational mobility, this collection achieves its goal." George J. Sefa Dei, Centre for Integrative Anti-Racism Studies, Ontario Institute for Studies in Education, University of Toronto

Mishack Gumbo is Professor of Technology Education in the Department of Science and Technology Education, College of Education, University of South Africa.
Vuyisile Msila is Head of the Institute for African Renaissance Studies, University of South Africa.
Habib (A.) REBELS AND RAGE, reflecting on #FeesMustFall
238pp., paperback, Johannesburg, 2019. R250
Adam Habib, Professor of Political Geography and Vice-Chancellor of Wits University, reflects on the recent student protests on South African university campuses, focusing especially on his experience at Wits where he was intimately involved in negotiations with the students. He critically examines the student movement and individual student leaders, records university management and government responses to the events, and re-imagines the future of South African higher education.

"Tacking between personal narratives, political critique and [ethnographic] field notes, this memoir of the intellect and the soul is written with an infectious energy." Achille Mbembe, author of Critique of Black Reason
Haupt (A.) et al (eds.) NEVA AGAIN, hip hop art, activism and education in post-apartheid South Africa
536pp., b/w & colour illus., paperback, Cape Town, 2019. R320
A study of South African hip hop culture and activism. Contributors include scholars, activists, and the hip hop artists themselves: Prophets of da City, Shaheen Ariefdien, DJ Ready, DJ Eazy, DJ Azuhl, Emile YX?, Janine 'Blaq Pearl' van Rooy-Overmeyer, and others.

Adam Haupt is Professor of Media Studies at University of Cape Town.
Quentin Williams is a senior lecturer in the Department of Linguistics at the University of the Western Cape.
H. Samy Alim is David O. Sears Presidential Endowed Chair in the Social Sciences and Professor of Anthropology and African American Studies at the University of California, Los Angeles.
Emile Jansen is a founding member of Black Noise and Heal the Hood.
Heffernan (A.) LIMPOPO'S LEGACY, student politics and democracy in South Africa
254pp., map, paperback, First SA Edition, Johannesburg, 2019. R350
First published in the UK in 2019.

Anne Heffernan considers the history of student organisations in the Northern Transvaal (today Limpopo Province) and the ways in which students there have influenced political change on a national scale.

"This is an elegant and incisive study of youth and student politics, which deepens understanding of the phenomenon as a whole and is highly original in its emphasis upon the importance of regional and local experiences within the national narrative." Colin Bundy, University of Oxford

Anne Hefferman is Assistant Professor in the History of Southern Africa at Durham University, UK, and Research Associate of the History Workshop, University of the Witwatersrand. She is co-editor of Students Must Rise: youth struggle in South Africa before and beyond Soweto '76.
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.
Hodgson (J.) & Edlmann (T.) ZONNEBLOEM COLLEGE, and the genesis of an African intelligentsia, 1857-1933
264pp., illus., paperback, Cape Town, 2018. R250
Recounts the experiences of the sons and daughters of leading African chiefs enrolled at Zonnebloem College by the Anglican Bishop of Cape Town, Robert Grey, who established the college in 1857. Early students included Gonya and Emma Sandile, heir and eldest daughter of the Rharhabe chief Sandile; Nathaniel Umhlala, son of the Ndlambe chief Mhala; and George Tlali, son of the Basotho leader, Moshoeshoe I.

Foreword by Archbishop Thabo Makgoba.

"I highly recommend this book, especially at this time when the country is dealing with the matter of how we decolonise the education system." Rev. Canon Dr Vincentia Kgabe, Rector of the College of Transfiguration, Anglican Church of Southern Africa

"Anyone wishing to know how South Africa's intelligentsia emerged must read this well-researched study, which includes fascinating biographies of key nineteenth-century figures and which has many contemporary resonances." Emeritus Professor Chris Saunders, University of Cape Town
Hugo (W.) THEORISING EDUCATION, a primer for the educational imagination
202pp., paperback, Cape Town, 2019. R270
A step-by-step guide to learning how to theorise, suitable for education researchers, academics and postgraduate students who want to analyse curriculum and pedagogy.
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.
Hunter (M.) RACE FOR EDUCATION, gender, white tone, and schooling in South Africa
304pp., illus., maps, paperback, Cambridge, 2019. R150
Mark Hunter examines the actions and choices of both white and black parents for their children and discusses new forms of racialisation within South Africa's desegregated schooling system. He followed families and schools in the Durban area for nearly a decade.

Mark Hunter is Associate Professor of Human Geography at the University of Toronto Scarborough. He is the author of Love in the Time of AIDS: inequality, gender, and rights in South Africa.
Jansen (J.) AS BY FIRE, the end of the South African university
285pp., paperback, Cape Town, 2017. R315
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.) 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. R250
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. R280
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?"
Jansen (J.) ed. DECOLONISATION IN UNIVERSITIES, the politics of knowledge
278pp., illus., paperback, Johannesburg, 2019. R380
Contributions include:
"Decolonising Universities" by Mahmood Mamdani
"The Curriculum Case for Decolonisation" by Kesky Le Grange
"On the Politics of Decolonisation: knowledge, authority and the settled curriculum" by Jonathan Jansen
"The Institutional Curriculum: pedagogy and the decolonisation of the South African university" by Liz Lange
"Testing Transgressive Thinking: the learning through enlargement' initiative at UNISA" by Crain Soudien
"Public Art and/as Curricula: seeking a new role for monuments associated with oppression" by Brenda Schmahmann
"Future Knowledge and Their Implications for the Decolonisation Project" Achille Mbembe.

Jonathan Jansen is Distinguished Professor of Education at the University of Stellenbosch and current President of the South African Academy of Science. He is the author of Leading for Change, As by Fire: the end of the South African university and Interracial Intimacies on Campuses.
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.
Kallaway (P.) & Swartz (R.) eds. EMPIRE AND EDUCATION IN AFRICA, the shaping of a comparative perspective
339pp., illus., paperback, First SA Edition, Pietermaritzburg, 2019. R345
First published in New York in 2016.

This collection of essays on the history of education in colonial Africa grew out of a workshop on colonial education in Africa held at the School of Education, University of Cape Town in 2013.

Contributions include:
"Industrial Education in Natal: the British imperial context, 1830-1860" by Rebecca Swartz
"Shaping Colonial Subjects through Government Education: policy, implementation and reception at the Cape of Good Hope, 1838-1862" by Helen Ludlow
"Mass Education and the Gendered Politics of 'Development' in Apartheid South Africa and Late-Colonial British Africa" by Megan Healy-Clancy
"German-Lutheran Missions, German Anthropology and Science in African Colonial Education" by Peter Kallaway.

Peter Kallaway is Emeritus Professor of Education at the University of the Western Cape and Research Associate at the University of Cape Town.
Rebecca Swartz is a Postdoctoral Research Fellow in Historical Studies at the University of Cape Town.
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.
Khunou (G.) et al (eds.) BLACK ACADEMIC VOICES, the South African experience
226pp., paperback, Cape Town, 2019. R250
Personal accounts of black academics' experiences of exclusion, transformation and decolonisation at South African universities.

Contributions include:
"Black in the Academy: reframing knowledge, the knower, and knowing" by Grace Khunou, Hugo Canham, Katijah Khoza-Shangase and Edith Dinong Phaswana,
"Negotiating the Academy: black bodies 'out of place'" by Peace Kiguwa
"Thinking While Black" by Grace Musila
"Black and Foreign: negotiating being different in South Africa's academy" by Kezia Batisai
"Belonging: whose word is it anyway?" by René Koraan
"Belonging to Oneself" by Allison Geduld.

Grace Khunou is Professor in the Sociology Department at the University of Johannesburg. She is the editor of The Emergent Middle Class (2015).
Hugo Canham teaches Psychology at the University of the Witwatersrand.
Katijah Khoza-Shangase is Associate Professor and former Head of Department in Speech Pathology and Audiology at the University of the Witwatersrand.
Edith Dinong Phaswana is Senior Lecturer at the Thabo Mbeki African Leadership Institute at UNISA.
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
Laher (S.) et al (eds.) TRANSFORMING RESEARCH METHODS IN THE SOCIAL SCIENCES, case studies from South Africa
442pp., illus., paperback, Johannesburg, 2019. R550
A collection of essays that demonstrate the innovative ways in which social science researchers in the global South, and particularly South Africa, utilise research methods in order to respond to contexts characterised by diversity, racial and political tensions, socioeconomic disparities and gender inequalities.

"...an innovative, fascinating and unique book...The editors should be commended for their conceptualisation in bringing together this diversity of views; the contributors have written excellent, state-of-the-art chapters. It is a fine book and I highly recommend it." Desmond Painter, Department of Psychology, Stellenbosch University

"...important and interesting research that contains a broad range of chapters on qualitative and quantitative research designs in the global South - an excellent resource for researchers." Mary van der Riet, Psychology, School of Applied Human Sciences, University of KwaZulu-Natal

Sumaya Laher is Associate Professor in Psychology at the University of the Witwatersrand.
Angelo Fynn is Senior Lecturer in Psychology and a researcher in student success at UNISA.
Sherianne Kramer is a social science research fellow at the University of Amsterdam.
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.
Levine (S.) ed. AT THE FOOT OF THE VOLCANO, reflections on teaching at a South African university
154pp., paperback, Cape Town, 2018. R195
A collection of essays by university lecturers, most of them based at the University of Cape Town, on their experiences of building relationships with students and cultivating an awareness of the structural inequality that underlies the political climate on university campuses.

Contributions include:
"Critical Pedagogy: an art hoping to 'make new people'?" by Zimitri Erasmus (Sociology)
"Thirteen Ways: teaching writing, creative and otherwise" by Hedley Twidle (English Language and Literature)
"Engaged Scholarship: bridging the gap between academia, activism and lived experience" by Shose Kessi (Psychology)
"'Looking beyond the microscope': rethinking pedagogy for health science students learning medical anthropology" by Susan Levine and Helen Macdonald (Anthropology).

Susan Levine is Associate Professor in the School of African and Gender Studies, Anthropology and Linguistics, at the University of Cape Town.
Levy (B.), Cameron (R.), Hoadley (U.) & Naidoo (V.) eds. THE POLITICS AND GOVERNANCE OF BASIC EDUCATION, a tale of two South African provinces
302pp., hardback, d.w.,, Oxford, 2018. R300
Describes the changes that have occurred in South Africa since 1994, including the restructuring of the school system and the way it is governed and financed, curriculum reform, and an overhaul of how teachers' work is regulated. The authors also explore how "the interaction of politics and institutions affects educational outcomes in the Western and Eastern Cape."

Brian Levy is Professor of the Practice of International Development, School of Advanced International Studies, John Hopkins University, Washington DC, USA, and Academic Director, Nelson Mandela School of Public Governance, University of Cape Town.
Robert Cameron is Professor of Public Administration, Department of Political Studies, University of Cape Town.
Ursula Hoadley is Associate Professor, School of Education, University of Cape Town.
Vinothan Naidoo is a senior lecturer in the Department of Political Studies, University of Cape Town.
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.
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.
Maylam (P.) RHODES UNIVERSITY 1904-2016, an intellectual, political and cultural history
383pp., b/w & colour illus., paperback, Grahamstown, 2017. R240
Paul Maylam was Professor of History at Rhodes University from 1991 to 2012. His other books include "South Africa'S Racial Past" and "The Cult of Rhodes".
McGhie (V.) & du Preez (M.) ACCESSING POST-SCHOOL STUDIES, a student GPS to successful learning
251pp., paperback, (Stellenbosch), 2017. R440
A resource for education administrators, learners, students, parents and teachers at pre- and post-secondary level.

Venicia McGhie is a senior lecturer and Head of the Academic Development Department in the Faculty of Economic and Management Sciences at the University of the Western Cape.
Madge du Preez worked as Senior Faculty Officer in the Faculty of Economic and Management Sciences at the University of the Western Cape from 1984 to 2014.
Mhango (N.) DECOLONISING COLONIAL EDUCATION, doing away with relics and toxicity embedded in the racist dominant grand narrative
359pp., illus., paperback, Mankon, 2018. R710
Nkwazi Nkuzi Mhango is the author of Africa Reunite or Perish, Africa's Dependency Syndrome, How Africa Developed Europe and Africa's Best and Worst Presidents.
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.
Msila (V.) ed. DECOLONISING KNOWLEDGE FOR AFRICA'S RENEWAL, examining African perspectives and philosophies
281pp., paperback, Johannesburg, 2017. R325
"'Decolonising Knowledge for Africa's Renewal' is a timely and critical reflection on the undercurrents of the long-standing and recently renewed calls for the decolonisation of knowledge." Professor Siphamandla Zondi, Department of Political Sciences, University of Pretoria

Essays include:
"Tradition and the Foundation of the African Renaissance" by Polycarp Ikuenobe
"The Pan-African Identity: why conflict and community identities continue to undermine collectivism" by Wendy Isaacs-Martin
"The Double-Edged Sword: African languages under siege" by BXS Ntombela
"Towards Africa's Renewal: Black Consciousness and the youth" by Vuyisile Msila
"African Renaissance: learning from some African indigenous leadership practices" by Vitallis Chikoko.

Vuyisile Msila is Head of the Institute for African Renaissance Studies, University of South Africa.
Ngcaweni (W.) & (B.) eds. WE ARE NO LONGER AT EASE, the struggle for #FeesMustFall
201pp., paperback, Johannesburg, 2918. R240
A collection of articles, essays, speeches and poetry by students, journalists, researchers and academics involved in the student-led protest movement known as "FeesMustFall, which began in 2015.

Foreword by Malaika wa Azania.
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.
Omidire (M.) ed. MULTILINGUALISM IN THE CLASSROOM, teaching and learning in a challenging context
240pp., illus., map, paperback, Cape Town, 2019. R300
A collection of essays that focus on the need for teaching and learning pedagogies to address the complexities and dynamics of multilingual classrooms.

Contributions include:
"Caring for Young Children's Literacy Development in a Multilingual Context" by Melanie Moen, Anienie Veldsman and Hannelie du Preez
"Using Technology as a Resource for Teaching and Learning in Multilingual Classrooms" by Tony John Mays
"Disparities Between Reading Fluency and Comprehension: what do we miss?" by Margaret Funke Omidire and Anna-Barbara du Plessis
"South Africa's Language Identity Struggle in Educaton: the historical factor" by Kolawole Samuel Adeyemo and Ophélie RL Dangbégnom
"Improving the Implementation of South African Laws Relating to Multilingualism in Education" by Kolapo Omidire.

Margaret Funke Omidire is a senior lecturer in the Department of Educational Psychology at the University of Pretoria.
Praeg (L.) ed. PHILOSOPHY ON THE BORDER, decoloniality and the shudder of the origin
177pp., paperback, Pietermaritzburg, 2019. R345
A collection of essays that respond to the #MustFall student protests of 2015 and 2016.

Contributions include:
"How Should We Teach the History of Philosophy Today?" by Anke Graneß
"Curriculum in Times of Decolonisation: reflections on knowledge, power and identity at the University of the Free State" by Lis Lange
"Totality by Analogy; or: the limits of law and black subjectivity" by Leonhard Praeg
"Adam Small's Shade of Black Consciousness" by Ernst Wolff.

"This rich collection presents a profound challenge from the South to Philosophy everywhere. Starting with a thoughtful response to the recent student revolt in South Africa, it fundamentally problematises the self-understanding of the discipline and opens up exciting and at the same time necessary new avenues for Philosophy as reshaped through the recognition of place and event. In the process, it moves beyond many of the tired stalemates in the current debates and presents academics and intellectuals worldwide with powerful new ways of understanding their task. A must-read for every self-critical philosopher, which to my mind means every philosopher worthy of the name." Professor Louise du Toit, Department of Philosophy, Stellenbosch University

Leonhard Praeg is Head of the Department of Philosophy at the University of Pretoria.
Prah (K.) THE CHALLENGE OF DECOLONIZING EDUCATION,
97pp., paperback, Centre for Advanced Studies of African Society (CASAS) Book Series 128, Cape Town, 2018. R240
A collection of five papers Kwesi Phrah presented at various South African institutions of higher education. Four of them have been published before.

"Has Rhodes Fallen? Decolonizing the humanities in Africa and constructing intellectual sovereignty"
"The Intellectualization of African Languages for Higher Education"
"The Centrality of the Language Question in the Decolonization of Education in Africa"
"An Outline of Decolonized Education in Africa"
"Observations on Literacy and Society in Africa".

Kwesi Phrah is the founding Director of the Centre for Advanced Studies of African Society (CASAS) based in Cape Town. His books include Tracings: Pan Africanism and the challenges of global African unity and The African Nation: the state of the nation.
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.
Richardson (K.) BEFORE THE WAX MELTS, musings of a South African headmaster
292pp., illus., paperback, Cape Town, 2018. R290
Keith Richardson taught Latin, History and English for 25 years at Plumstead High School and Wynberg Boys' High School. In 1999 until his retirement in 2015 he was Headmaster of Wynberg Boys' High School.

Self-published.

"High spirits and low moments are heard and felt in this anthology of experiences; some easy, some difficult, but all told in the compassionate voice of one who knows and cares." Tessa Fairbairn, Head, St Syprian's School (1990-2017)

"'Before the Wax Melts' celebrates the spirit of boys. Running a school for boys in any context is no easy matter. Running a boys' school in a society in the midst of a difficult transition is profoundly more complex." Andrew Feinstein, Wynberg Old Boy, former ANC politician, and author of "After the Party" and "The Shadow World"
Rogan (M.) ed. POST-SCHOOL EDUCATION, and the labour market in South Africa
257pp., paperback, Cape Town, 2018. R250
Contributions include:
Young People's Early Adult Transitions: five years in the South African Youth Panel Study by Kathryn Isdale, Vijay Reddy and Lolita Winnaar
The Post Matriculation Enrolment Decision: do public TVET colleges provide students with a viable alternative? by Nicola Branson and Amy Kahn
The Adult Education and Training (AET) Island: the missing piece of the post-school puzzle by Peliwe Lolwana
Over-Qualification and Skills-Utilisation in the Graduate Labour Market: evidence from two South African universities by Michael Rogan
Education and Skills Mismatch in the South African Labour Market by Erofili Grapsa, Bongiwe Mncwango and Michael Rogan
Roos (C.) & Wilter (M.) OXFORD SOUTH AFRICAN DICTIONARY OF SCHOOL TERMINOLOGY,
167pp., paperback, Cape Town, 2018. R190
Supports principals, school governing bodies, government officials and NGOs in understanding the South African legal and policy framework for basic education, with definitions for more than 750 key terms from the South African Schools Act, Employment of Educators Act, and other relevant laws and regulations.
Schroder (B.) A HEADMASTER'S STORY, my life in education
224pp., illus., paperback, Johannesburg, 2019. R250
Bill Schroder taught at SACS, Western Province Prep, Rondebosch Boys', Westerford, Rhodes High and Pinelands in Cape Town, and York High in George. He was Head of Pretoria Boys High from 1990 to 2009.

Foreword by Jonathan Jansen.

"There will only be one boss in my Pretoria Boys High memory - wise, calm and a mentor to us all." John Smit, former Springbok captain
Sefotho (M.) ed. PHILOSOPHY IN EDUCATION AND RESEARCH, African perspectives
181pp., paperback, Pretoria, 2018. R325
Includes the chapters:
"Introduction to Philosophy in Education and Research" by Mazima Sefotho
"An Afrocentric Paradigm in Education and Research" by Victor Pitsoe and Matsephe Letseka
"Sociological Imperatives for Education and the Theory of Change" by Matsephe Letseka and Victor Pitsoe
"Quality Assurance in Distance Education and Ethical Imperatives" by Ruth Aluko, Funke Omidire and Ruth Mampane
"Supporting Students' Transition Through the Academic Journey" by Matete Madiba and Abbey Mathekga.

Maximus Monaheng Sefotho is a senior lecturer in the Department of Educational Psychology, University of Pretoria.
Silbert (P.) et al PARTNERSHIPS IN ACTION, university-school-community
254pp., paperback, Cape Town, 2018. R350
Contributions include:
"Activating Partnerships: The Schools Improvement Initiative at the University of Cape Town" by Patti Silbert, Jonathan Clark and Ferial Parker
"Reimagining Interdisciplinary Collaboration Through a University-School Partnership" by Patti Silbert and Roshan Galvaan
"Setting the Scene: schooling in Khayelitsha" by Jonathan Clark
"Partnerships in Action: establishing a model of collaboration support for student and mentor teachers through a university-school partnership" by Patti Silbert and Clare Verbeek
"Enlarged Thinking and Asymmetrical Reciprocity in an Ethics of Engagement: a reflection on university-school partnerships" by Pam Christie.

Patti Silbert is Project Manager of the Schools Improvement Initiative at the University of Cape Town.
Roshan Galvaan is Professor of Occupational Therapy at the University of Cape Town.
Jonathan Clark is Director of the Schools Development Unit and Schools Improvement Initiative in the School of Education at the University of Cape Town.
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.
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.) et al STUDYING WHILE BLACK, race, education and emancipation in South African universities
258pp., paperback, Cape Town, 2018. R250
This book is the outcome of a study undertaken between 2013 and 2017 by a team of researchers from the Human Sciences Research Council. The study tracked 80 students from eight universities in South Africa and documented their experiences.
Tabensky (P.) & Matthews (S.) eds. BEING AT HOME, race, institutional culture and transformation at South African higher education institutions
322pp., paperback, Pietermaritzburg, 2015. R350
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.
Tomlinson (M.), Hanlon (C.) & Stevenson (A.) eds. CHILD AND ADOLESCENT DEVELOPMENT, an expanded focus for public health in Africa
338pp., paperback, Cape Town, 2018. R385
Contributions include:
"Ushering in the Sustainable Development Goals" by Anne Stevenson, Mark Tomlinson, Xanthe Hunt and Charlotte Hanlon
"Mental Health Policy in Africa: gaps, needs and priorities for children and adolescents" by Crick Lund
"Culture and Attachment in Africa" by Hiltrud Otto
"Creation of Culturally Appropriate Development Assessment Tools for Rural Africa" by Melissa Gladstone
"Resilience in Children and Adolescents" by Sharain Suliman, Leigh van den Heuvel and Soraya Seedat.

Mark Tomlinson is Professor in the Department of Psychology and co-Director of the Institute for Child and Family Health at Stellenbosch University. He is also Honorary Professor in the Department of Psychiatry and Mental Health, University of Cape Town.
Charlotte Hanlon is Associate Professor at the Department of Psychiatry, School of Medicine, College of Health Sciences, Addis Ababa University, Ethiopia, and Clinical Senior Lecturer, Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College, London.
Anne Stevenson is the Programme Director of the Neuropsychiatric Genetics in African Populations (NeuroGAP) Psychosis Project, and is based at the Harvard T.H. Chan School of Public Health and the Stanley Center for Psychiatric Research at the Broad Institute.
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.
Veriava (F.) REALISING THE RIGHT TO BASIC EDUCATION, the role of the courts and civil society
212pp., paperback, Cape Town, 2019. R320
Examines the role of civil society and the courts in developing the right to basic education in South Africa. Veriava also provides an overview of litigation initiated by organisations since 2008 as a tool to effect change in historically disadvantaged schools.

Public interest lawyer Faranaaz Veriava has been Head of Education at SECTION27 since 2014. She headed the Western Cape office of the South African Human Rights Commission, was a founder of the Education Law Project at the Centre for Applied Legal Studies at Wits University, and spent time at Idasa. She also worked as an advocate of the Johannesburg Bar.
Veriava (F.) et al BASIC EDUCATION RIGHTS HANDBOOK, education rights in South Africa
400pp., illus., paperback, +Section27, 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).
Webb (P.) & Roberts (N.) eds. THE PEDAGOGY OF MATHEMATICS IN SOUTH AFRICA, is there a unifying logic?
282pp., paperback, Johannesburg, 2017. R350
A collection of essays on mathematics education in South Africa.

Contributions include:
"Primary Mathematics Pedagogy in South Africa: the state of play and ventures for probable development" by Hamsa Venkat
"Mathematics Pedagogy in South Africa: a human and academic project" by Karin Brodie
"An Ethnomathematical Approach to Mathematics Teaching and Learning in South Africa" by Magege Mosimege
"Language as a Resource in Intermediate Phase Mathematics Instruction" by Lindiwe Tshuma
"Towards a Unifying Pedagogy" by Paul Webb and Nicky Roberts.

Nicky Roberts is Associate Professor in the University of Johannesburg's Centre for Education Practice Research.
Paul Webb is Distinguished Professor Emeritus of Science Education at the Nelson Mandela Metropolitan University in Port Elizabeth.
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.
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.
Wotshela (L.) FORT HARE, from garrison to bastion of learning, 1916-2016
134pp., oblong 4to., b/w & colour illus., maps, paperback, Johannesburg & Alice, 2017. R250
An illustrated centenary history of the University of Fort Hare. Includes profiles of 61 alumni and friends, including Tiyo Soga, ZK Matthews, Phyllis Ntantala, Ernest Mancoba, Govan Mbeki, Oliver Tambo, Nelson Mandela, Dennis Brutus, Seretse Khama, Robert Sobukwe, Can Themba, Lauretta Ngcobo, Chris Hani, Matthew Goniwe, and Pumla Gobodo-Mdikizela.
Wray (D.), Hellenberg (R.) & Jansen (J.) A SCHOOL WHERE I BELONG, creating transformed and inclusive South African schools
208pp., illus., paperback, DVD, Johannesburg, 2018. R300
Introduction by Jonathan Jansen.

Focuses mainly on former Model-C and private schools where Dylan Wray and Roy Hellenberg interviewed teachers, principals and former learners about transformation and belonging. A selection of these interviews are included on the DVD. Also offers practical steps on how to strengthen the process of transforming a school.

"'A School Where I Belong' is a critical and timely intervention that should have a significant impact on the transformation of South African schools - not to just change or adapt, but to fundamentally embrace young people's humanity and to view diversity as a gift. This is a treasure." Max du Preez, journalist and author of "A Rumour of Spring"

Teacher, facilitator, materials developer and author Dylan Wray is co-founder and director of Shikaya, a non-profit that supports teachers and school leaders and is also co-founder of FutureProof Schools.
Roy Hellenberg has expertise in education in post-conflict societies and has worked for Shikaya and Facing History and Ourselves. He is also a co-founder of FutureProof Schools.
Jonathan Jansen is Distinguished Professor of Education at Stellenbosch University. For many years he was Vice Chancellor of the University of the Free State.
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.