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This paper begins with historical remarks about general education in South Africa and then discusses the relevance and applicability of special education services for African Americans there. It outlines the need for equal special educational opportunities and implications for addressing inequality in education. (Author/JDD)

Nongovernmental organizations (NGOs) have often worked in opposition to apartheid in South Africa. Experiences in Africa and Latin America show the inherently problematic nature of government-NGO relations. Their future in a more democratic South Africa may be in delivering needed social and educational services. (SK)

Discusses educational conditions resulting from South African apartheid and its sociopolitical manifestations through a synopsis of case studies, emphasizing the pivotal role of the principal in relation to characteristics of effective schools. Analyzes the challenges to local schools posed by apartheid and provides suggestions for new administrative roles and policies. (SM)

Segregated and unequal education, the main instrument for sorting children into their color-coded societal niches, is deeply embedded in South Africa. Despite obstacles such as inadequate funding, a tough, Eurocentric curriculum, and a bewildering school management bureaucracy nearing collapse, South Africa's general prosperity and political stability offer hopes for reform. (31 references) (MLH)

Describes experiences of children and adolescents in South Africa who have been subjected to the violence of the apartheid state. Discusses detention of children and torture and assault of detained children. Against this backdrop, explores the effects of violence on children, psychological trauma, counseling interventions, and applications of interventions with South African children and adolescents. (NB)

Two groups of adolescents and a group of Coast Guard officials were interviewed about hypothetical political problems. Solutions presented were arrayed along a continuum of expertise, according to the complexity of subjects' political schemata and skills used in problem representation. (BC)

The political reforms taking place in South Africa are reflected in new thoughts on possible future language policies for the country. The background to the present debate is traced, and some of the most important suggestions for a language policy for a postapartheid South Africa are discussed. (78 references) (VWL)

Examines the difficulties encountered in trying to empower teachers in a squatter community outside of Cape Town, South Africa, through the development of a critical pedagogy. Shows the sedimentation of the dominant class's ideology within the consciousness of oppressed communities. (DMM)

Critically analyzes initiatives of the South African government, business sector, and community that address with the country's high educational attrition and failure rates and inability to provide basic education services for three million children. Warns against initiatives fostering new elites and condemns capitalist, middle-class values of self-interest that underlie elitism. (DMM)

Examines the degree to which the effects of apartheid on specific aspects of childhood can be better understood through a historical perspective on Black South African childhood. Historical viewpoints may shed new light on the image of Black children and on the current status of developmental psychology as it is practiced and researched in South Africa. (SH)

Antiapartheid forces' unleashing of the "liberation before education" revolution among school-age children, coupled with the negative effects of years of apartheid education, resulted in a generation of students losing years of schooling. These young people are a daunting challenge to the new South Africa beginning to emerge. (CJS)

Attempts to apply D. Lawton's concept of curriculum as a selection from a culture to planning curricula for post-Apartheid South Africa. Examines which groups might do the selecting, choosing from which cultures, and the possibility of a common curriculum for a country divided along racial and ethnic lines. (JB)

Since 1984, a dynamic headmaster has transformed economically disadvantaged Bhekuzulu High School into the best Black school in South Africa, using educational strategies that raise academic standards, emphasize pride in Zulu identity, teach about apartheid and students' role in its destruction, and adapt educational technology to Zulu circumstances. (SV)

Traces the transformation of Subsaharan Africa during the last 35 years. Contends that the domino effect hastened decolonization and increased polarization within South Africa. Argues that modernization is taking place only in South Africa's core and that the geopolitical framework appears stable but may collapse from within. (NL)

Institutionalized discrimination has eroded the Black family structure in South Africa, resulting in an increased need for foster care for Black children. Problems with foster care are compounded by political unrest. This article offers a profile of Sowetan foster families and the problems they face. (BC)

Examines, in the light of political reforms in South Africa, the prime concerns of geographers. Discusses the future of the Bantustans; questions of land redistribution, tenure systems, production levels, and support systems; spatial economic policies; land and housing; and regional relations. Argues that, to realize its potential, southern Africa will require substantial external aid. (SG)

Describes a Critical Language Awareness course developed in South Africa to open the minds of prospective teachers. Discusses how language may coerce people into accepting as given practices that can be changed. Emphasizes the relationship between language and power and the role of textbooks and official language in reinforcing the status quo of apartheid. (DK)

Shows some of the conditions under which South African educators work and similarities to the conditions in the United States. Cites some features of English education under apartheid and then explains how progressive teachers are using those features for their own ends. (MG)

The history of South Africa's four English-speaking open universities is reviewed in the context of increasing numbers of black students and the rise of progressive research and teaching. Additional steps the universities can take to advance the end of apartheid include making facilities available to democratic movements and encouraging critical debate. (DB)

The study found that apartheid impacted the sociopsychological and physical circumstances of 12 African and 11 White people with retinitis pigmentosa in South Africa. Findings are discussed in terms of onset of condition, effects on subjects' lives, knowledge of social services, and needs unmet by existing services. (JDD)

Discusses prospects for democracy in South Africa. Explores the complexities and contradictions endemic to the process of overcoming 300 years of racist laws and practices. Considers the risks of concessions for both Black and White leaders; problems resulting from enduring political and economic inequalities; and constitutional alternatives. Argues democratic developments in South Africa will be incremental. (NL)

A teacher relates his experiences in three South African high schools from 1979 to 1987, noting changes in classroom pedagogy from protest politics to awareness programs to people's education for people's power. He reflects on the directions that liberation pedagogy must take after apartheid. (DM)

The present status and emerging changes in special education services in South Africa are discussed. The effects of apartheid in providing inadequate services to Black children with handicaps and conceptually antiquated services to White children are stressed. Innovative solutions are encouraged to provide services to the large number of children needing them. (Author/DB)

Fundamental pedagogics, the Afrikaans philosophy of education, is an integral component of apartheid's ideological foundation, functioning both to justify and to legitimate separate educational systems. This article discusses this philosophy and the manner in which it manifests itself in teacher education and in the relationship between teacher and student. (IAH)

South Africa's university system is differentiated along racial and state-defined ethnic lines, and grossly unequal in resource allocation. Although educators agree private and public effort should and can be devoted to developing alternatives to race-based education, little can be accomplished until the question of state policy is resolved. (MSE)

Describes four categories of censorship supported by the State of Emergency in South Africa: prior censorship and suspension of publication; restraints on information gathering; suppression of anti-apartheid views; and the growth of militarization. A comparison to traditional censorship of books is made and the possible role of librarians in challenging the censorship system is discussed. (52 references) (CLB)

Discusses sign language use in South Africa and the deaf as an oppressed community. The following issues are addressed: language planning and sign language, the role of sign language as the vernacular of an oppressed linguistic community, and the implications of sign language for other cultural and social issues that divide South African society. (66 references) (Author/JL)

Reviews language planning theory and discusses language planning in South Africa, both historically and in a postapartheid context. A politically minimal approach is suggested for the postapartheid state, where individuals would receive instruction in English, while being encouraged or allowed to maintain their native languages. (21 references) (JL/Author)

Factors that hinder management development among Blacks in South Africa include educational disadvantage, cultural differences, discrimination, and marginality. Affirmative action and management development as a strategic policy will have to be practiced to redress the imbalances of apartheid. (SK)

Responds to the article "Race, History, and Education: South African Perspectives on the Struggle for Democracy" (Diane Brook Napier; Vincent T. Lebeta; Bheki P. Zungu.) Addresses the issues of disagreement and asserts that the authors were unfairly critical of the original essay. (CMK)

Argues that the polarized nature of the apartheid system requires that students must encounter and examine South African literature which represents viewpoints from different racial perspectives. Recommends several pairs of books which can be studied successfully in conjunction. (MG)