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​This book proposes a conceptual-empirical framework for exploring forms of continuity and change along psychosocial pathways in South African universities. It illustrates how the psychosocial pathways are grounded in the symbolic narratives and knowledges of young scientists, engineers and architects - all interlocutors in the research from which this book is based. Alala, Mamoratwa, Welile, Odirile, Kaiya, Amirah, Takalani, Nosakhele, Naila, Ambani, Khanyisile, Itumeleng, Ethwasa and Kgnaya provide collective standpoints in the multiplicities within and between the lived lives and told stories of young Black South African women in Science, Technology, Engineering, and Mathematics (STEM) fields. In doing so, this compelling work advances possibilities for demythologising scientific endeavour as a white male achievement and shifting knowledge communities across gendered, racialised, class and national divides. This book presents an innovative narrative methodology, utilising the myth of the Minotaur to examine the state of the university at the heart of the hierarchical labyrinth in “post”-apartheid South Africa. Throughout the work the author wrestles with and self-reflexively highlights her own positionality as a white, middle-class South African woman to examine how this affects the production of this research in ways which serve to preserve the colonial knowledge system. With the rise of the Rhodes Must Fall and Fees Must Fall student movement in South Africa, demanding for the fall of institutionalised racial hierarchies, the author uses the cover image of narrative formations in the spirit of exploration to think with and through undulating networked forms that could possibly forge new psychosocial pathways towards decolonising and reinventing South African universities. This work offers a unique conceptual and methodological resource for students and scholars of psychosocial and narrative theory, as well as those who are concerned about the politics of higher education, both in South Africa and in other contexts around the world.
Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as decontextualised learners premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society.
The fourth Glion Colloquium, which was held in Glion above Montreux, Switzerland, in June 2003, drew together active university leaders (presidents, rectors, vice-chancellors), along with guests from industry with close ties to academe, to compare perspectives on the future of the research university in America and Europe, as reflected in its title, 'Reinventing the Research University'. Although there was considerable discussion about whether it would be more accurate to use other verbs such as 'reforming', 'renewing' or 'refocusing', there was general agreement that change would characterize the future of the research university, driven by powerful social, economic and technological forces driving change in our world. The papers contained in this book reflect both the consensus and differences in the perspectives of the participants on these issues. In Part I, papers set the stage by considering the forces that are likely to change the nature of the research university. In Part II, the authors discuss the changing nature of education and scholarship. Part III then continues with papers on the changing nature of the interaction between the research university and broader society. In Part IV, the authors discuss the challenges of financing and governing the contemporary research university. In the concluding chapter the editors endeavour to pull together these discussions to develop more specific suggestions concerning the issues and strategies that universities should consider as they approach a period of rapid change. [Publisher, ed].
This book provides an overview of the research related to psychological assessment across South Africa. The thirty-six chapters provide a combination of psychometric theory and practical assessment applications in order to combine the currently disparate research that has been conducted locally in this field. Existing South African texts on psychological assessment are predominantly academic textbooks that explain psychometric theory and provide brief descriptions of a few testing instruments. Psychological Assessment in South Africa provides in-depth coverage of a range of areas within the broad field of psychological assessment, including research conducted with various psychological instruments. The chapters critically interrogate the current Eurocentric and Western cultural hegemonic practices that dominate the field of psychological assessment. The book therefore has the potential to function both as an academic text for graduate students, as well as a specialist resource for professionals, including psychologists, psychometrists, remedial teachers and human resource practitioners.
This book explores the role of the social and natural sciences in supporting the development of indigenous knowledge systems. It looks at how indigenous knowledge systems can impact on the transformation of knowledge generating institutions such as scientific and higher education institutions on the one hand, and the policy domain on the other.
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website.
From David Osborne, the author of Reinventing Government--a biting analysis of the failure of America's public schools and a comprehensive plan for revitalizing American education. In Reinventing America's Schools, David Osborne, one of the world's foremost experts on public sector reform, offers a comprehensive analysis of the charter school movements and presents a theory that will do for American schools what his New York Times bestseller Reinventing Government did for public governance in 1992. In 2005, when Hurricane Katrina devastated New Orleans, the city got an unexpected opportunity to recreate their school system from scratch. The state's Recovery School District (RSD), created to turn around failing schools, gradually transformed all of its New Orleans schools into charter schools, and the results are shaking the very foundations of American education. Test scores, school performance scores, graduation and dropout rates, ACT scores, college-going rates, and independent studies all tell the same story: the city's RSD schools have tripled their effectiveness in eight years. Now other cities are following suit, with state governments reinventing failing schools in Newark, Camden, Memphis, Denver, Indianapolis, Cleveland, and Oakland. In this book, Osborne uses compelling stories from cities like New Orleans and lays out the history and possible future of public education. Ultimately, he uses his extensive research to argue that in today's world, we should treat every public school like a charter school and grant them autonomy, accountability, diversity of school designs, and parental choice.
Drawing on original research, this book looks at what sport can tell us about the social processes, patterns and outcomes of forced migration and the 'refugee crisis'. Adopting a systems theory framework and examining different sport disciplines, performance levels and settings, it represents a significant contribution to our understanding of one of the most urgent social issues facing the modern world. The book explores four key aspects of sport’s intersection with forced migration. Firstly, it looks at how the media covers sport in relation to the 'refugee crisis', specifically coverage of refugee elite athletes. Secondly, it examines the adaptation of sport organisations to the 'refugee crisis', including the culture, programmes and structures that promote or obstruct sport for refugees. Thirdly, the book looks at sport in refugee sites, and how sport can be used as therapy, an escape or empowerment for refugees but also how it can reinforce the divisions between staff and the refugees themselves. Finally, the book looks at how forced migration influences and is influenced by participation in elite sport, by examining the biographies of elite migrant athletes. A richly descriptive, critical and illuminating piece of work, this book is fascinating reading for anybody with an interest in sport, migration, sociology or the relationship between sport and wider society. The Open Access version of this book, available at www. taylorfrancis.com, has been made available under a Creative Commons Attribution 4.0 license.
Why are some societies more successful than others at promoting individual and collective well-being? This book integrates recent research in social epidemiology with broader perspectives in social science to explore why some societies are more successful than others at securing population health. It explores the social roots of health inequalities, arguing that inequalities in health are based not only on economic inequalities, but on the structure of social relations. It develops sophisticated perspectives on social relations, which emphasize the ways in which cultural frameworks as well as institutions condition people's health. It reports on research into health inequalities in the developed and developing worlds, covering a wide range of national case studies, and into the ways in which social relations condition the effectiveness of public policies aimed at improving health.