Journal of Education - latest Issue
Volume 42, Issue 1, 2007
Author Aslam FataarSource: Journal of Education 42, pp 9 –32 (2007)More Less
This article draws on my research in a township on the outskirts of Cape Town. It focuses on young peopleï¿½s identification adaptations in their interaction with chooling in this city. While the deeper markings of race, class and gender associated with the cityï¿½s apartheid past are ever present, I will suggest that young peopleï¿½s adaptations are negotiated fundamentally in light of the changing cultural topography of race (Rizvi, 2004) in which life in South African cities are currently experienced. I employ the lens of ï¿½translocalismï¿½ to signpost the new articulation field in terms of which school students reflexively adapt their youthful identities. I use the case of one high school student to illustrate how many young people navigate spatially reconfiguring urban school terrain.
Identification with images of the teacher and teaching in formalised in-service mathematics teacher education and the constitution of mathematics for teachingSource: Journal of Education 42, pp 33 –60 (2007)More Less
In this paper we discuss our study of three instances of formalised in-service mathematics teacher education courses. We found that in varying ways, all courses raw in sensible experience by appealing to images of the teacher and teaching as a central resource for modelling the teaching and learning of mathematics. One of the courses also prioritises the image in elaborating mathematics itself. If, as we hold, intelligibility matters for principled reproduction of both mathematics teaching and of school mathematics in mathematics teacher education, then it matters how, in teacher education practice, the relation between sensible experience and the intelligible is regulated. We found that such regulation differed in significant ways across courses. Through the theoretical gaze we have brought to bear on them, the three instances of mathematics teacher education provoke challenging questions about the selections from mathematics and teaching in mathematics teacher education.
Source: Journal of Education 42, pp 61 –81 (2007)More Less
This article reports on a study into how lecturers at three universities offering pre-service teacher education in the Western Cape are preparing future primary school teachers for diversity in classrooms and schools. The study is located within a social justice orientation to education, where teacher preparation aims to reduce barriers to learning experienced by learners from a variety of social settings. It descriptionbes how these teacher educators are responding and/or contributing to this challenge. The findings highlight the demographics of the lecturers and student teachers in the cohort, as well as lecturersï¿½ orientation to the topic and their specific classroom interventions. The article concludes by arguing for greater coherence in this work and for recognition of the systemic issues impacting on teacher preparation for diversity.
Author Tahir WoodSource: Journal of Education 42, pp 83 –105 (2007)More Less
This article is concerned with the competence of the university graduate; it poses two main questions: 1. How can a higher education institution ensure that its students exit the system with the ability to generate socially useful knowledge throughout the rest of their lives? 2. To what extent do students who are currently exiting universities have this ability? It goes on to argue (in agreement with the architects of the NQF) for certain generic competences that are seen as vital for survival in the world of work today, regardless of the degree studied. Focusing on the notion of ï¿½critical thinkingï¿½, as one of these descriptionptions of competence, the article suggests how this notion can usefully be elaborated if education is to serve an emancipatory purpose in the current context.
Author Rika JoubertSource: Journal of Education 42, pp 107 –124 (2007)More Less
In 1999, the Department of Education announced the Tirisano-plan for enabling the development of a fully-functioning education and training system in South frica. As a result of this plan the Safe Schools Project was launched in 2000 to create safe disciplined learning environments that ï¿½celebrate innocence and value human dignityï¿½. Subsequently, the Regulations for Safety Measures at Public Schools, were published in the Government Gazette No. 22754 of 12 October 2001 and the Amendment Regulations for Safety Measures at Public Schools on 10 November 2006. The Safe Schools Project focussed on the development of policies on school safety, the management of drug usage in schools and a national sexual harassment policy. This article examines documents such as acts, government notices, policies, national and international case law to understand concepts such as ï¿½a disciplined schoolï¿½ and ï¿½safety and security of learnersï¿½. Furthermore, the article provides an understanding of the legal issues confronting educators and departmental officials in respect of school discipline and safety. Providing information through policies is but one way to address school safety. A proactive approach requires both education authorities and educators to protect all learnersï¿½ right to freedom and security and to act expeditiously to prevent them from any form of harm.
Source: Journal of Education 42, pp 125 –139 (2007)More Less
In this paper we offer glimpses of the way some teachers may work creatively within the constraints of our South African education system.There are many studies that focus on issues such as teacher attrition, low morale, work load, job security, and teacher migration, all suggesting something of the dire straits in which education is located in the postapartheid era (Hall, Altman, Nkomo, Peltzer and Zuma, 2005; Ramrathan, 2002; Singh, 2001; Manik, 2005; Hayward, 2002). Against these negative impressions, we wish to present counter-narratives of teacher success, resistance and inventiveness, exploring teachersï¿½ lives and their narratives through the theme of home. The theme of home [and homelessness] has been an important one in post-colonial experience, and a variety of genre of writings have shown how dislocation and unhomeliness [unheimlich], and the attendant ï¿½dis-easeï¿½ that results, are experienced, managed and contested. We begin the paper by providing a brief theoretical perspective on the theme of homeï¿½ and ï¿½homelessnessï¿½ drawn from post-colonial literature. We then provide an analysis of the teachersï¿½ narratives, extracted from a larger research study, connecting this to the theme of ï¿½homeï¿½ and ï¿½homelessnessï¿½. Finally, we show how teachers creatively resist the constraints of ï¿½the schoolï¿½ to reconfigure what it means to ï¿½be teacherï¿½.