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The study reported in this paper investigated foundation phase teacher provision by the public universities in South Africa, with a view to carefully and accurately determine the extent to which foundation phase teacher provision matched national as well as provincial needs. The study draws on data obtained through a survey of teacher provision at the public higher education institutions (HEIs), conducted by the national Department of Education (DoE) in 2009, as well as from data relating to teacher education qualifications and programmes in the Higher Education Management Information System (HEMIS). The study confirmed perceptions that the number of new foundation phase teachers being produced by the public higher education institutions (HEIs) falls short of national and provincial needs, and that the provision of African language foundation phase teachers is particularly problematic, especially in the context of mother-tongue instruction in the early years.

Michel Foucault's work is already well-known in the field of education. What is not yet well-known is that Foucault's oeuvre as a whole incorporates within itself and offers for wider consumption a number of key educational themes. For purposes of clarity, these themes can be reduced to three, dealing with what might be called the past, present, and future of schooling, or, its development, its functions, and its prospects. These three themes, the subject matter of this article, can be described more accurately and specifically using some of Foucault's own terminology: (1) An historical or "technico-political" account of the rise of the school, from its negatively oriented seventeenth century origins to its more positively conceived nineteenth century entrenchment and expansion; (2) an explication of the everyday mechanics of schooling as a disciplinary technology or "moral orthopedics"; and (3) the implications for contemporary educational institutions and practices of a model of education as a "block of capacity-communication-power". The two primary aims in this research project were: (1) to excavate, explain and understand the implications of Foucault's work for education in the abstract and in general, and for curriculum development and pedagogical practice in particular; and (2) to shed critical and substantive light on, and offer additional or alternative policy directions for, current debates about the relevance, utility and effects of the outcomes-orientated, globally aligned education policy research and practices in South Africa.

Very little is known about whether and what kinds of research are being undertaken at private higher education institutions (PHEIs) in South Africa. This article draws on a recent survey of all registered PHEIs undertaken by a group of interested private higher education providers. This survey was facilitated by the Council on Higher Education (CHE) and aimed to examine the quantity and quality of research produced by PHEIs from 2008 to 2010. Placing PHEI research output within the broader context of factors that encourage or discourage research in the sector and in the country as a whole, the survey found that, although PHEI research is negligible in comparison with that of public universities, it is much more substantial than previously estimated.

This article reports on findings pertaining to scholarship in teacher education drawn from a wider study on all education research in South Africa from 1995 to 2006. The study, which defined education research as broadly pertaining to teaching and/or learning, obtained extensive data from a wide range of sources: universities, non-government organisations (NGOs), education and training authorities and electronic databases. The levels, scale, educational sectors and disciplinary areas of each entry in the resulting 10 315-strong database were identified, and on the basis of a random sample of 600 texts seven primary research themes in teacher education were identified and are detailed here: the re-conceptualisation of teachers as facilitators, the problems and possibilities of cooperative learning or group work, the use of educational support materials and resources, the idea of "teaching for learning", the importance of context, the nature of continuous assessment, and debates on teacher evaluation.

This article reports on findings pertaining to scholarship in education policy drawn from a wider study on all education research in South Africa from 1995 to 2006. This study, which defined education research as broadly pertaining to teaching and/or learning, obtained extensive data from a wide range of sources, including universities, public institutions, NGOs, Education and Training Authorities, museums, publishers, donor agencies, trade unions, conferences, journals and electronic databases. The levels, scale, educational sectors and disciplinary areas of each entry in the resulting 10,315-strong database were identified, and a random sample of 600 texts was analysed in order to distinguish primary research themes. This article summarises seven themes in education policy studies, including policy idealism, policy critiques, language in education policy, higher education policy, further education and training policy, the nature and effects of educational decentralisation and the relationship between education policy and the market. (Contains 20 notes.)

Education development in South Africa emerged during the transition from apartheid to democracy, in a context especially marked by political and financial pressures. This case study of the University of Natal (now the University of KwaZulu-Natal) demonstrates how a strategy combining equity with excellence aimed to facilitate increased access to the institution, while maintaining existing standards. Central to this was the creation of a new academic subject, the "disadvantaged student" from an "underdeveloped" background, which provided a justification for an all-encompassing institutional transformation, involving an intensification of institutional governance, a rapidly changing student profile, and power struggles between lecturers and tutors. After having bolstered its scientific credentials, education development was internalized by the institution which it had helped to transform, and is now an integral part of its merged successor.

This article explores the implications of Michel Foucault's specific references to contemporary education. Foucault developed a model for educational institutions which emphasises human capacities, communication and power relations, and which can be applied both to schools and to universities. Though he paid the closest attention to the role of power relations in education, he also made some intriguing comments on possibilities for educational change, the value of education and its products, and the effects of different methods of instruction. The article concludes with a brief discussion of Foucault's reflections on his own teaching and learning practices, and raises the issue of lifelong teaching.

Michel Foucault sought to understand how and why it is that people in the West, in their arduous and incessant search for truth, have also built into and around themselves intricate and powerful systems intended to manage all that they know and do. While little of Foucault's work directly concerns itself with the historically recent phenomenon of mass-based, school-centred, state-sponsored education, it is argued in this article that it is both possible and useful to distil from Foucault's "oeuvre" an account of the centrality of the pedagogical relationship to the rise of western political rationalities, from ancient times to the present. This account, of the historical interweaving of "relations of discourse, of power, of everyday life and of truth", not only revises the manner in which one might understand the past; it also sheds light on issues of contemporary educational significance. A significant finding of Foucault's work is that the processes whereby some people discipline or govern others are frequently closely connected to procedures of identity-constitution or self-discipline. In this article, the author talks about Michel Foucault's views of truth, power and pedagogy on the rise of the disciplines.

Psychiatric Power: Lectures at the College de France, 1973-1974, by Michel Foucault, edited by Jacques Lagrange and translated by Graham Burchell. London: Palgrave Macmillan, 2006. ISBN 1403969221. The steady publication [...]

History of Madness, by Michel Foucault, edited by Jean Khalfa and translated by Jonathan Murphy and Jean Khalfa. London: Routledge, 2006. ISBN 9780415277013. Published in full in English for the [...]

Humanity, Terrorism, Terrorist War: Palestine, 9-11, Iraq, 7-7 ..., by Ted Honderich. London: Continuum, 2006. ISBN 0826491162. In Humanity, Terrorism, Terrorist War, Ted Honderich asks and attempts to answer questions [...]

The New Wars, by Herfried Munkler. Translated by Patrick Camiller. Cambridge: Polity Press, 2005. ISBN 0-7456-3336-6 Modernity was forged in the furnace of war. Is it conceivable that the same [...]

Empire, by Michael Hardt & Antonio Negri. Cambridge: Harvard University Press, 2000. ISBN: 0674251210. Empire's New Clothes: Reading Hardt and Negri, edited by Paul A. Passavant & Jodi Dean. New [...]

Revolutions, Nations, Empires: Conceptual Limits and Theoretical Possibilities, by Alexander J. Motyl. New York: Columbia University Press, 1999. ISBN: 0231114311. Imperial Ends: The Decay, Collapse, and Revival of Empires, by [...]

edited by Mark Haugaard. Manchester and New York: Manchester University Press, 2002. ISBN: 0719057299 Mark Haugaard, a lecturer in social theory at the National University of Ireland, Galway, has assembled [...]

Human Rights as Politics and Idolatry, by Michael Ignatieff. Edited and introduced by Amy Gutmann, with comments by K. Anthony Appiah, David A. Hollinger, Thomas W. Laqueur and Diane F. [...]

Stephan Fuchs. Cambridge, MA: Harvard University Press, 2001 Stephan Fuchs, an associate professor of sociology at the University of Virginia, has written a brave, intriguing and original book. It is [...]

by Bent Flyvbjerg. Chicago: University of Chicago Press, 1998. Bent Flyvbjerg's case study of how democracy really works is impressive, and even more so when those impressed include two theorists [...]

Issues concerning the historical procedures by which identity construction and knowledge production have affected power relations within society, such as the disciplining of others, are examined, focusing on the manner in which the philosophy of Michel Foucault can be used to understand the process. Topics include Platonic, Stoic, and Christian notions of the self, and how they influenced the organization of modern states.

The Rise and Decline of the State, by Martin van Creveld. Cambridge: Cambridge University Press, 1999. The state, which since the middle of the seventeenth century has been the most [...]

Sociology, Religion and Grace: A Quest for the Renaissance by Arpad Szakolczai. London: Routledge, 2007. ISBN 0-4153-7196-1. How did we arrive at the state we are in today, and what [...]

The Study of History: A Bibliographical Guide, compiled by R.C. Richardson. 2nd edition. Manchester & New York: Manchester University Press, 2000. This second edition of The Study of History, a [...]