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Seeks to determine why policies designed to change apartheid education in South Africa resulted in very little change in school and classroom practice; draws on data from seven case studies of educational reform to explain the gap between policy and practice; develops partial theory of political symbolism to explain the lack of real reform. (Contains 42 references.) (PKP)

Considers how translations of indigenous folktales form a large proportion of South African children's books. Notes that at first those who published them were influenced by Social Darwinism, and later the folktales played a role in promoting the ideology of apartheid, but they were mainly the product of white paternalism. Notes that the folktales are now valued for sharing with all South African children indigenous culture which has vanished. (SG)

Presents the oral histories of three black educators who resisted apartheid and helped raise students' self-esteem despite the demeaning Bantu Education curriculum, experiencing multiple failures and successes in the era between the 1976 Soweto uprising and the end of apartheid in the early 1990s. All three resisted calls for "liberation before education" and fought to provide skills and self-esteem students would need to challenge injustice. (SM)

Presents the stories of three black, female, activist teachers who combined teaching and politics to help fight South Africa's apartheid regime. They promoted alternative curricula and worked against apartheid oppression. Each believed in the struggle and, although they believed in nonracialism, they identified as black, a political construction imposed by apartheid but also a rallying point to fight oppression. (SM)

Provides an overview of approaches to quality assurance in South African higher education up to 2000, with specific reference to the impact of the historical legacy of apartheid and the university-technikon divide. Examines the establishment in 2001 of the country's first sector-wide external quality agency, the Higher Education Quality Committee. (EV)

Explores the concept of decentralization within South Africa. Examines the policy impact of participation and democratization in relation to the powers and functions of school governing bodies. Concludes by considering the gap between rhetoric and practice in relation to attempts to entrench democracy and participation at the school level. (CAJ)

Tells the stories of two South African teachers who spent years in Robben Island prison because of their anti-apartheid work, offering a contextual history of apartheid in South Africa, describing education on Robben Island and the teachers' efforts at improvement through education, and reflecting on the meaning and value of such stories in setting a course in present circumstances. (SM)

Discusses how distance education can solve South Africa's problems of access to quality higher education, noting the need for radical shifts in perspective and sophisticated understanding of academic literacy. Explores key features of proposals by the Council on Higher Education (developing human capital and reducing high levels of structural inequality and underdevelopment). Examines structural aspects, materials development, and language needs. (SM)

Sets up critical frameworks for exploring the emergence and development of higher education in Africa, focusing on ways in which higher education institutions and systems are responding to the challenges they face as agents of development and highlighting South Africa and Ethiopia. Explores the nature of the unfolding relationship between South African higher education and the rest of the continent. (SM)

Traces the influence of a body of international literature on the development of post-apartheid policies in South African higher education and training (HET), focusing on the emergence of a new mode of knowledge production and its impact on HET, and noting that questions of equity and economic development (and their interrelationship) are key themes implicit in the analysis. (SM)

Examines educational policies, practices, and models underpinning the higher education of blacks in South Africa and the United States, describing key developments from 1619 to the present in the United States and 1910 to the present in South Africa. Discusses how these countries' motives were articulated through the provision of resources and designation of curriculum during those periods. (SM)

Examines the relationship between the dual goals of equity and development for public higher education (HE) in post-apartheid South Africa. Without state intervention, globalization of the South African economy and HE provision may result in increased inequality in access to HE, information, and technology (and thus, productivity and income). Presents suggestions for reforming the public HE undergraduate curriculum. (SM)

Uses historical material from the United States and South Africa in different periods to raise several key issues about the desired outcomes of university education and what is conducive to their achievement, focusing on four clusters of concerns: values, utility and community orientation, research skills, and "arousing interests" (general knowledge and cultural competence). (SM)

Suggests that in planning transformative change in South African higher education, it is important to analyze the status quo and understand the legacy of apartheid, including less obvious features. Notes the need to revisit the role of the academy in social democratization and modernization in order to establish a firm framework and make progress on matters of equity and practicality. (SM)

Introduces a special issue that examines higher education in South Africa 7 years after apartheid and focuses on state-supported institutions, which constitute the main core of higher education in South Africa. Describes factors influencing higher education change and examines three steps taken by the Minister of Education toward the envisaged restructuring. (SM)

Presents three case studies of members of the Teachers' League of South Africa who taught from the 1940s through 1985 and challenged the apartheid regime. Analyzes the relevance of these stories in relation to apartheid and explores the lives and work of these progressive teachers. (SM)

Analysis of 1996 South African census data reveals a general decline in urban racial segregation since ending legal apartheid in 1991. Whites remain both more segregated and less open to change than other groups. Africans have become more integrated, though most are constrained in their choice of residential options due to poverty. Segregation levels still remain very high. (SM)

Presents the historical context of Cape Town, South Africa, and its struggles against apartheid and apartheid education. It offers a case study of Allen Powell, a white teacher and administrator who worked to integrate Plumstead High School, an act that defied South African commonplace and the views of most white South Africans. Analyzes Powell's actions in historical, present, and future contexts. (SM)

Interviewed white teachers in apartheid-era South Africa who taught in segregated schools for black students, all of whom believed that they were part of the fight against apartheid. Though they taught in segregated schools, they worked to facilitate students' political awareness and voice. These teachers were penalized socially and professionally for working in black schools. (SM)

Examines the language planning situation in South Africa, where language has been instrumental in the country's transition from colonialism to apartheid to democracy. Addresses, diachronically and synchronically, the issues of language spread and use, language policy and planning, and language maintenance and shift. (Author/VWL)

Focuses on the problems of education and development in post-apartheid South Africa. Argues that there must be a focus on the uneven terrain of educational attainment and long term socio-economic development. Discusses factors hindering educational development. Calls for reconstitution of South Africa's educational programs for all citizens. (CAJ)

States that institutions of higher education in South Africa are in a process of redressing apartheid inequalities. Discusses how the University of Port Elizabeth in particular has addressed post-apartheid issues such as student under-preparedness, widening access, instability on campus, high student debt levels, declining enrollments, and curriculum reform. (PGS)

The South African education system is engaged in a cultural struggle to bring about equality. The agenda for the country is transformation and equity despite considerable barriers inherited from its past. Examines: identity formation and deconstruction in South Africa; a diversity of inequality; the Enlightenment versus the diversity episteme; and movement toward a diversity of equality. (SM)

Under Nelson Mandela's leadership, post-apartheid South Africa made a successful transition to democracy. High priority was given to educational reconstruction, particularly creating a curriculum connected to practical needs for a viable economy and life in a new democracy. President Thabo Mbeki is building on Mandela's policies. (Contains 17 references.) (MLH)

Investigated black South Africans' perceptions about affirmative action, focusing on the assertion that racial preferences for blacks result in collective and individual demoralization. Data from students within a graduate Associate in Management program that supported disadvantaged students showed enhanced self-confidence for ostensible beneficiaries of more widely embraced redress policies in South Africa 2 years into ANC rule. Skepticism about the intentions of white controlled business to genuinely deracialize persisted. (SM)

Argues that in the post-Apartheid South Africa there is an opportunity to redress the inaccessibility of the majority to higher education, and to encourage lifelong learning, by greatly widening access and providing programs to develop broadly applicable abilities such as computer literacy. Contends that new educational approaches are also needed to promote active citizenship. Contains 18 references. (VWC)

Identifies two competing tendencies in higher education: becoming more market-oriented and working for the benefit of society. Argues that partnerships between the community and institutions of higher education are an effective way of contributing to community development. Describes the potential of South Africa's historically disadvantaged institutions to contribute to reconstruction and development. Contains 41 references. (VWC)

Argues that the post-Apartheid curricula of Namibians and South Africans are primarily influenced by western educational models. Contends that the cultural capital of the African masses is lacking in the curriculum. Suggests that the much-acclaimed African cultural renaissance in education will only become a reality when educationalists embrace the "pedagogy of hope." Contains 30 references. (VWC)

Responds to the article "Curriculum Reform in South Africa: A Critical Analysis of Outcomes-Based Education" by Jonathan Jansen. States that "Curriculum 2005" too strongly emphasizes procedural knowledge. Proposes a less radical version of outcomes-based education in which teachers integrate propositional, procedural, and dispositional knowledge into the curriculum. (CMK)

Defends a postmodern approach to philosophy of education which is argued to best provide guidance and context for dialogue in a culturally pluralistic society such as South Africa. The impetus for this defense of a postmodern approach is located in the challenge facing South Africa's education after the deligitimization of the Fundamental Pedagogies approach of the apartheid era. (SM)

Highlights the racist history and continued struggles of two nations to end racism through the assistance and advocacy of antiracist multicultural education. Internationalization has been the key to promoting curriculum transformation through exploring antiracist views and scholarship. Both South Africa and the United States have far to go. (Contains 55 references.) (MLH)

Discusses information and communication technology in South African academic libraries in the context of the post-apartheid period which consists of a technologically sophisticated sector and an underdeveloped Third World Sector. Topics include academic library consortia; connectivity; information literacy; human resource development; and partnerships. (Contains 36 references.) (Author/LRW)

Outlines the character of the teaching profession and its main forms of organization since the 1970s in South Africa. Discusses teachers' work under apartheid, the challenges to apartheid controls from 1989-1994, and restructuring of teachers' work in the post-apartheid period. Examines teachers' responses, focusing on policies that impacted teacher control. (CMK)

Explores the syllabus reform initiative that occurred in South Africa as a means to combat apartheid education. Summarizes the political context in which the syllabus revision project emerged, highlights the political process through which the syllabus revision unfolded, and concludes with an assessment of the political consequences of this national initiative. (CMK)

Investigated how black South-African 11th graders conceptualized their outlooks on the past and future. Analysis of in-depth interviews showed that, despite having come of age in a society that was designed to oppress, students were committed to high educational goals, were determined to seize opportunities they perceived were available to them, and were positive about their futures. (SM)

Apartheid policies adversely affected the health and social status of South African children. South Africa adopted the conceptual framework of the health promoting schools network (HPSN) to address school health comprehensively. The HPSN emphasizes school environment, community involvement, policy development, and appropriate health and social services. This paper examines perceived barriers to establishing a HPSN and strategies to overcome barriers. (SM)

Examines the challenges of preparing English language teachers in South Africa's postapartheid society, describing what it means to educate teachers in a transforming society and how to handle students' changing lives as they shed their baggage of apartheid schooling, interact with fellow preservice teachers, and attempt to change the lives of the next generation of pupils. (SM)

Although South African educators can learn much from the emerging international literature on school improvement, apartheid's legacy has produced numerous difficulties. There are three major adversaries: an ill-defined moral purpose of education, shifting relationships, and lack of ownership. Supported by collaborative structures, schools must actively teach and practice democracy. Ownership must shift to those most directly involved in school life. (27 references) (MLH)

Considers how to explain crimes against humanity to children, especially through literature. The focus is mainly on apartheid in South Africa but also discusses the Holocaust and slavery, and examines how to present a realistic view of history and events and still offer hope and encouragement. (LRW)

Outlines ten reasons why outcomes-based education (OBE) will have a negative impact upon South African schools focusing on the political and implementational dilemmas of OBE. Asserts that OBE will undermine the already fragile learning environment in the schools and classrooms of South Africa. (CMK)

Examines the conceptualization of gender redress within the policy development work on the National Qualification Framework (NQF) that is a key initiative of education reform in South Africa. Discusses the history of the NQF and addresses perspectives on gender and the integration of education and training from 1989 to 1996. (CMK)