Coping with Rapid Change: Special Focus on South Africa's Teachers.

Sonst. Personen	Howard, Stephen (Hrsg.); Herman, Harold (Hrsg.)
Institution	Ohio Univ., Athens. Coll. of Education.
Titel	Coping with Rapid Change: Special Focus on South Africa's Teachers.
Quelle	12 (1998) 2, (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1085-3545
Schlagwörter	Apartheid; Coping; Curriculum; Democracy; Developing Nations; Educational Change; Educational Policy; Elementary Secondary Education; Foreign Countries; Political Influences; Teachers; Teaching Methods; South Africa + Suchen Sie Ihr Suchwort? Bewältigung; Curricula; Lehrplan; Rahmenplan; Demokratie; Developing country; Developing countries; Entwicklungsland; Bildungsreform; Politics of education; Bildungspolitik; Ausland; Political influence; Politischer Einfluss; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The research described by contributors to this special theme issue deals with the core issues of education in the context of South Africa. These issues include teacher control over the process of educational reform and balancing the need for reform with the maintenance of standards in an industrializing society. These essays demonstrate the highly politicized state of education in South Africa. The articles are: (1) "The National Qualifications Framework: A Window of Opportunity for Black Adults in South Africa" (Bev Thayer); (2) "Teachers, Curriculum 2005, and the Education Policy Making a Process in South Africa" (Glenda Kruss); (3) "The Struggle against Marginalization in the Classroom: An Emancipatory Approach to Action Research in a South African Province" (Dirk Meerkotter); (4) "Policy Contestation and Conflict in the Demoralization of School Governance in South Africa" (A. Mfahary and Yusuf Sayed); (5) "Constructing Tutorials as a Young People's Club: An Approach to a Democratic Pedagogy" (Ed Katz); (6) "A Curriculum Approach for Participation: Lessons from Southern and Eastern Africa" (James Natsis); (7) "Going beyond Tarzan: Teaching about Africa in the 1990s" (Prexy Nesbitt and Jean Ann Hunt); (8) "Education after Apartheid: South African Education in Transition" (book review by Flora C. Gombe); and (9) "Democracy, Education & Swaziland" (Stephen Howard). Each article contains references. (SLD)
Anmerkungen	Institute for Democracy in Education, 313 McCracken Hall, Ohio University, Athens, OH 45701-2979.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC