Books (Education Policy Studies)


Recent Submissions

Now showing 1 - 5 of 5
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    Searching for Islamic ethical agency in post-apartheid Cape Town : an anthology
    (AFRICAN SUN MeDIA, 2019) Fataar, Aslam
    "The compositions brought together in this book began a quarter of a century ago in 1994, with the onset of South Africa’s non-racial democracy, and in one way it may be viewed as the critical observations of an organic intellectual’ engaging the exigencies of life during the first 25 years of South Africa’s democracy. The book’s compositions are presented in chronological order, so the reader is able to follow the ebb and flow of life in post-apartheid South Africa. It is also fitting that the book commences with an excellent sermon about the Reconstruction and Development Programme (RDP) that was delivered at the Claremont Main Road Masjid (CMRM) in 1994, since the core of the compositions are sermons which were delivered here. These were all outstanding sermons, as those who witnessed their public performance can attest to. Their inclusion in this book thus provides a wonderful opportunity for a wider audience to benefit from Prof. Fataar’s profound insights."
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    The educational practices and pathways of South African students across power-marginalised spaces
    (AFRICAN SUN MeDIA, 2018) Fataar, Aslam
    The lived experiences of students’ educational practices are analysed and explained in terms of the book’s plea for the recognition of the ‘multi-dimentionality’ of students as educational beings with unexplored cultural wealth and hidden capitals. The book presents an argument that student lives are entangled in complex social-spatial relations and processes that extend across family, neighbourhood and peer associations, which are largely misrecognised in educational policy and practice. The book is relevant to understanding the role of policy, curriculum and pedagogy in addressing the educational performance of working-class youth.
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    Towards the contextualisation of democracy : a critical precursor for citizenship education in universities
    (HESA, 2019) Davids, N.
    In response to a controversial article, which sought to draw connections between intelligence and essentialist understandings of race and ethnicity, a university Senate has adopted a motion, geared at off-setting any future research of this nature. The resort to notions and imperatives of citizenship education, as contained in this motion, raises necessary questions about how a university conceives of itself in relation to acting and being democratic. It would appear from the language and content of the motion, that should the motion be implemented, it risks slipping into yet another reductionist approach to citizenship education. In response, this article argues that citizenship education cannot be decontextualized from the space (a university) in which it is expected to function and live. That is, that democratic citizenship education can only be meaningful to the extent that the principles and values are democracy are brought forth through the lived experiences of students, academics, and all others, who occupy this space.
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    Education, democracy and citizenship revisited : pedagogical encounters
    (SUN MeDIA, 2010) Waghid, Yusef
    PREFACE: This book contains a revised collection of previously published articles spanning a period of five years (2004-2009) during which my seminal thoughts on democratic citizenship education have been developed. I situate myself in relation to these works on democratic citizenship education as well as on (un)pedagogical encounters throughout the major part of my life, to make a case for a communitarian conception of democratic citizenship education. Central to this book is the notion that democratic citizenship education ought to be deliberative, compassionate and friendly in order that teachers and students (learners) may respect one another and take risks in and through their pedagogical encounters. In this way, hopefully, students and teachers may become more critical, explorative and engaging, thus making democratic citizenship education a highly pragmatic experience for the sake of cultivating our civility and humanity.
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    Debating thesis supervision : perspectives from a university education department
    (SUN MeDIA, 2012) Fataar, Aslam
    INTRODUCTION: The Department of Education Policy Studies decided to produce this occasional publication on the topic of thesis supervision as a way of bringing our academic labour in this hitherto ‘invisible’ area into academic view. This is in contrast to the plethora of awareness, debate and published work on the quality of teaching and learning and research production. Thesis supervision commonly takes place in one-on-one consultation arrangements between academics as supervisors and postgraduate students behind the proverbial closed door. Its pedagogical and intellectual entailments remain largely invisible and conceptually under-explored. There is very little systematic scholarly focus or conceptual consideration of this important dimension of academic work, and departments do not seem to engage in conversation and systematic approaches that address their productivity in this area.