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Responds to the first paper in this journal issue that discusses using dialog about how to conduct studies and organize projects to help enhance educational quality in various settings. This article agrees with issues the paper raises that are crucial to reform efforts but highlights areas that need more detailed discussion between researchers and teachers. (SM)

Uses the developmental-contextual perspective to examine the extent to which contextual and individual factors dynamically interact in the career development of black South African adolescents. Provides examples of interventions that may assist their career development, and discusses implications for counselors. (JPS)

Argues against using American-style multicultural education in South African higher education and suggests that transitory nation-states would first need to adopt Africentric reformism in order to recapture their value system before incorporating multiculturalism into the curriculum. The relevance of the multicultural model to South Africa and why its implementation should be deferred is discussed. (GR)

Analyzes video recordings of postgraduate seminars in the Arts Faculty at a South African university in order to define the nature of this practice in South African tertiary institutions. This article exposes these seminars as sites of competition for the floor with significant imbalances in participation by different groups, reflecting different assumptions about appropriate participation. (20 references) (Author/CK)

Examines poetry written by a South African political prisoner (including verses found in his possession at the time of death) who died in custody under suspicious circumstances. Concludes that suicide (the official explanation) was a most unlikely explanation for his death, which was far more likely to be due to murder or neglect. (SR)

Describes a longitudinal study in South Africa of teacher education students that measured associations between frequency of students' school library use and their subsequent academic success in college. No association was found between frequent use and academic success, and further investigations that use qualitative research methodology are suggested. (Author/LRW)

Presents a case study of how the University of Witwatersrand in South Africa adapted to the challenge of linguistic and cultural diversity. Suggests how this school's experiences parallel the shifts that many Canadian schools are struggling with in the 1990s. (HB)

Replies to Dryden (1990) and De Jager (1992), exploring the role of organized counseling psychology in challenging, maintaining, or promoting apartheid. The role of counselors should be informed by an acknowledgment of the central involvement of race and politics within counseling psychology so that appropriate organizational interventions can be implemented. (JPS)

Presents an interview with William Finnegan, staff writer at "The New Yorker." Discusses his travels and his experiences in southern Africa and the writing that grew out of them, his writing about the United States, and his writing process. (SR)

Responds to Lionel Nicholas (1993), suggesting that more direct confrontation on the response of counselors to apartheid is needed. Notes the relevance of the debate to counselors outside South Africa, and the need to deconstruct the implicit political agendas. (JPS)

Presents excerpts from interviews conducted in South Africa with individuals from different walks of life in order to determine the range of opinions on Black education and the degree to which there is consensus on developments in the field of equal educational opportunity. (CMG)