The literature on Educational Change has been dominated by research published in the established, liberal democracies. This volume examines Educational Change in South Africa, a country undergoing rapid social and political change, and situated geographically, historically and culturally in the South. What are the meanings and processes of change? How do we explain the contours and contexts of change? What has changed? What has remained the same?
The book is divided into seven sections: Introduction and Overview, Curriculum and Pedagogy, Teacher Education, Schools, Higher Education, Systemic Change and a Conclusion. Several chapters argue that there is a strong relationship between national and international developments, and educational change. Samoff asks, “Whither Education in South Africa” in the context of history: Bantu Education, People’s Education, and Outcomes-based Education. Other writers analyse the relative autonomy of educational change from the wider social world. De Kock and Slabbert explore the personal growth and professional development of student teachers through teacher education programmes. Soudien and Gilmour conclude by stating the greatest systemic challenge is the poor quality of learning among black students. They say the state produces and reproduces inequities because, inter alia, it has not adequately addressed the apartheid legacy.
South African scholars and students, researchers and change-agents in civil society, and policy-makers will find this collection useful. Academics and practitioners in International Education will also profit from this book.