Education in South Africa

Public education can be one of the most powerful tools at the disposal of a government wanting to maintain power, as it is the realm in which children are taught the social values and norms that will sustain the culture when they become adults. In South Africa, education was kept separate, unequal, and decidedly undemocratic, and as Hlatshwayo explains, it was used specifically to preserve and perpetuate inequality. In a work designed for historians and education professionals alike, he examines the tumultuous and highly politicized history of South African education and evaluates the prospects for its hopefully nonracialized future.

In Africa, Western education has been used as a tool for keeping wealth and power in the hands of the educated elite. This book highlights the various processes by which the poor in Africa have been marginalized and disenfranchised, and explains why African economic development is very slow.

This book examines the trend of rapidly increasing black enrollment in South Africa's historically white universities. It also explores how students, faculty, and administrators have responded to changes in student demographics.

The South African higher education system has historically been characterized by racial and gender inequalities inherited from the discriminatory practices of the apartheid era. In response to the demise of apartheid in South Africa, educational institutions are engaged in efforts to redefine their mission to reflect values of the "New South Africa." In order to portray how institutions from divergent historical contexts are addressing the challenge to create new identities Mabokela and King include case studies on South Africa tertiary institutions involved in this transformation.

Summarizes developments in multicultural education in forty-two countries from around the world.

This volume explores contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. These issues are analyzed from the perspective of seven nations: China, Israel, Japan, South Africa, Ukraine, Wales, and the United States. While different, these perspectives are not mutually exclusive lenses through which to review the discourse between ethnic and educational dynamics. The chapters in this book illustrate how these seven perspectives differ, as well as overlap. *Part I explores ethnicity and race as important variables in explaining minority students' academic performance and schooling in the United States and China. *Part II focuses on ethnic and racial identity issues in Israel, Japan, and South Africa. *Part III addresses ethnic and racial identity as it affects racial integration at different levels of education in post-apartheid South Africa, and the effects on schooling of a rapidly changing ethnic map in the United States. *Part IV focuses on issues of language and national identity in three countries: Ukraine and Wales, where a national language is central to nation-building, and China, where 61 languages are in use and bilingual education is essential in enhancing national literacy and communication. The questions this book addresses are highly significant in today's global economy and culture. Scholars and professionals in the fields of comparative, international, and multicultural education and educational policy will find the volume particularly pertinent.

This book tells us how various global regions are dealing with three major concerns within the field of multicultural education: *the conceptualization and realization of "difference" and "diversity"; *the inclusion and exclusion of social groups within a definition of multicultural education; and *the effects of power on relations between and among groups identified under the multicultural education umbrella. All of the chapter authors pay attention to these themes, but, at the same time, they bring their particular interests and perspectives to the book, addressing issues, such as linguistic, racial, ethnic, and religious diversity; class; educational inequalities; teacher education; conceptualizations of citizenship; and questions of identity construction. In addition, the authors offer both historical and social contexts for their analytical discussion of the ideals and practices of multicultural education in a particular region. This is not a book that tells us about multicultural education with an international "twist"; it provides readers with different ways to think, talk, and do research about issues of "diversity," "difference," and the effects of power as they relate to education.

Exploring the challenges and controversies surrounding African education today, this text mixes scholarly analysis with anecdotal evidence. It comprehensively examines the intellectual recolonization of Africa.