首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
The term “community” holds historical connotations of political, economic, and social disadvantage in South Africa. Many South African students tend to interpret the term “community” in ways that suggest that community and community psychology describe the experiences of exclusively poor, black people. Critical pedagogies that position the teaching process as a transformative activity and that challenge student perceptions about the status quo are central in teaching community psychology. This article uses the subdiscipline of community psychology to discuss the importance of pedagogy. It uses a module that was presented at Stellenbosch University (SU) in the Western Cape, South Africa, as an illustrative example. The module was taught collaboratively with the social work department at the University of the Western Cape. Forty-five psychology students from a historically white university (SU) and 50 social work students from a historically black university (UWC) engaged in face-to-face workshops and virtual (e-learning) assignments that interrogated notions of the self, community, and identity. Final student essays were analysed qualitatively for themes illustrating aspects of the human capabilities approach to pedagogy adopted in this project.  相似文献   

2.
In this paper the authors argue that Euro-American mainstream models of psychological intervention have limited value in the context of South African apartheid. Given the unique nature of political oppression and economic disparity, apartheid in South Africa is a contributing etiological factor in the onset of psychological difficulties. The case is made that counselling and psychotherapy must go beyond merely dealing with intrapsychic phenomena, toward a mandate to address political, economic and social variables which influence behavior. Reformulations have occurred in the nature and form of apartheid resulting in a dynamic political and economic system that promises further shifts in the future. Given the undeniable delay between legal and political change on one hand, and the fundamental transformation of South Africa from a position of racism and violence to a democratic, non-racial society on the other hand, the search for alternative psychological intervention models will remain an imperative.  相似文献   

3.
Improving structural racial equality for historically-disadvantaged Black South Africans, including low-skilled and unemployed adults and youths, is a pertinent challenge for the South African government during the ongoing transition from apartheid capitalism to post-apartheid capitalism. Within the framework of the National Skills Development Strategy (NSDS), the introduction of “learnerships” and “learning programmes”, which include structured learning programmes, learnerships, apprenticeships and skills programmes, has had some impact. But emerging theoretical perspectives assert that apartheid structural racial inequalities persist and that structural reform is imperative. Opposing positions translate into two perspectives on social transition: either capitalism can be de-racialised, or capitalism in South Africa should be dismantled in order to de-racialise it. After a review of relevant literature and governmental documents, the author identifies five structural and pedagogical barriers as likely causes for low completion rates of skills development courses and concludes that structural reform needs more favourable political and economic conditions in order to be successful.  相似文献   

4.
The author identifies two tendencies affecting higher education. On the one hand, universities and colleges are under pressure to become more market-oriented and to respond to rapid changes in information technology and knowledge production. On the other hand, there is a growing concern that they should work for the benefit of society, promoting social equity and responding to community needs. The author argues that partnerships between the community and institutions of higher education are an effective way of contributing to community development. He describes the potential of South Africa's historically disadvantaged institutions to contribute to reconstruction and development in the aftermath of apartheid.  相似文献   

5.
This paper is part of a longer work on whiteness in post‐apartheid South Africa, which analyzes the discourses resistant to transformation in the country, labeled “white talk.” Based on a discourse analysis of the 2001 letters to the editor of Rapport newspaper, a national Afrikaans Sunday newspaper, this paper focuses on aspects of “white talk” within Afrikaans speaking South Africa.

Afrikaner whiteness has an affinity with subaltern whiteness, in that Afrikaners contended with the more powerful forces of the British Empire throughout their history. As a resistant whiteness, the whiteness of the Afrikaner has historically been rolled into ethnic/nationalistic discourse. The current moment in South African history presents a crisis to Afrikaner identity similar to the time of dislocation that saw the original discursive suturing of Afrikaner identity into nationalism. But now the worldview has imploded; Apartheid is the “other” of the New South Africa; Afrikaners are perceived to be in need of “rehabilitation.” Certain ethnic anxieties are pervasive, and the paper explores four of these. White talk in this context attempts to do two things: (1) to re‐inscribe the Afrikaner mythology that secured a special place for the Afrikaner in the political, economic, and social life of the country, so that the ground gained through the apartheid era of systematic Afrikaner advancement is not lost in the new social order, while (2) presenting Afrikanerdom as compatible with the New South Africa.  相似文献   

6.
As South Africa moves towards a democratic, non‐racial constitution it faces a problem of massive social rehabilitation after the social devastation caused by the policy of apartheid. Apart from the children still within a seriously inadequate education system, millions of adults earlier received inferior, and in most instances destructive, education and are poorly equipped to participate effectively within a new political and economic dispensation. In addition black and white South Africans are expected to bond to form a new, non‐racial nation yet for generations their lives have been rigidly segregated under apartheid laws and hence they hardly know each other. Non‐formal adult education initiatives which address these needs are thus a priority in South Africa. This paper describes a collaborative attempt between a university‐based agency and several industrial concerns to address the issue of personnel development through non‐formal educational means. Using the model of guided ‘apprenticeships’ in cognitive and social development and an action‐research methodology, the project targeted three focal areas for development: strategic thinking skills, team values and an internal locus of control. Over the period of a year, monthly events were structured into the project to facilitate participants’ development along these lines. Results indicate that significant development occurred amongst the majority of participants in the areas of self‐confidence, communication and relationship skills, and in the broadening of their general knowledge bases. The relationship of these results to the targeted areas of development is discussed and an attempt is made to explain the results through reference to the methodology and structure of the project.  相似文献   

7.
This paper provides a history of academic development by examining how a South African institution coped with the potent social forces confronting it before the collapse of apartheid. Theoretically, it draws on the framework of Pierre Bourdieu and engages with a paper written a decade ago by Naidoo, who also used Bourdieu to understand institutional change in South Africa in the late 1980s. Through contrasting the habitus of two professors, it is argued that academic development helps to preserve the autonomy of the university field by refracting forces impinging on it from the economic and political realms.  相似文献   

8.
This article comments on leadership within mainstream literature on school effectiveness/improvement, where it is almost always considered to be a factor of change. The article argues that systemic school improvement, particularly for disadvantaged children, is inextricably linked to wider social, economic and political conditions—in South Africa’s case, the political transition from apartheid to democratic government. These structural conditions and specific historical contexts are often glossed over in models of school effectiveness/improvement. Through an analysis of dysfunctional and resilient schools as a legacy of apartheid, and of the slow reconstruction of education in the post‐apartheid period, the article argues for the importance of political legitimacy and authority in school improvement. The article concludes by suggesting that states in transition require a different theoretical lens in order to understand the impact of wider social changes on schools. In such societies, the establishment of legitimacy and authority is a precondition for sustainable effectiveness and improvement, and this has implications for theorising the role of leadership in school change more generally.  相似文献   

9.
The article explores the possibilities for South Africa as a learning nation given its historical context and current attempts to transform its political and social structures. It argues that the satisfaction of international criteria by which a learning society is judged, will depend upon the acceptance and promotion of non‐formal educational processes throughout South Africa, given the damage done to the formal education system by the policy of apartheid between 1948 and 1988. Through a case study of transformational learning at the Mercedes Benz plant in the city of East London, the article explores the contribution that non‐formal education agencies can make (via the workplace) to the achievement of learning society status by South Africa. It argues that similar possibilities exist in other non‐formal learning contexts ranging from sports organizations to performing arts councils. The paper concludes that whilst South Africa is still far from qualifying as a learning nation, it has one of the most important pre‐requisites ‐ the political and societal will to develop a culture of learning in the country.  相似文献   

10.
南非教师教育的历史演进与改革发展   总被引：2，自引：0，他引：2  
南非教师教育制度根植于南非的种族隔离制度。南非教师教育从萌芽发端、逐渐发展乃至日益完善走过了漫长的历程，尤其是南非恢复民主制度以来，南非政府就把教师教育工作的重点放在教育政策体制的改进与完善上，其间的变化与革新无不推动着南非教师教育的发展。新政府不仅采取了多种有力的措施为南非教师教育的改革和实践保驾护航，而且陆续颁布了各种政策法令，这对现代南非教师教育体系的发展具有深远而重要的影响。  相似文献   

11.
This article describes and assesses “Research Circles” as a mechanism for enhancing faculty collegiality and research. Recently established on our campus, these circles, composed of three to four faculty members, have had a particularly powerful effect on the new faculty members' adjustment to their tenure track positions, especially since they entered a context that might otherwise have been challenging: a new interdisciplinary upper-division campus with high expectations for teaching excellence. Based on the end-of-year evaluations, journals, and focus groups, the co-authors described themes that emerged from their participation in these circles. Circle participation not only facilitated faculty writing throughout their first year, but it also fostered the development of an interdisciplinary community which nurtured creativity and risk taking in writing. All authors are currently teaching in Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell (UWB). Except for Diane Gillespie, Professor and Associate Director of IAS, all other authors are Assistant Professors in IAS. Diane Gillespie received her Ph.D. in cultural and psychological studies in education from The University of Nebraska, Lincoln. Her interests include critical pedagogy, narrative psychology, and cultural diversity. Nives Dolšak received a joint Ph.D. in public policy and political science from Indiana University. Her interests include public policy, environmental policy, and international relations. Bruce Kochis, received his Ph.D. in Slavic languages & literatures at the University of Michigan. He focuses on global human rights policy, discourse analysis, and political theory. Ron Krabill received his Ph.D. in sociology and historical studies from New School for Social Research. His interests include comparative media, politics and social movements with a special emphasis on South Africa, as well as the study of peace, conflict, social justice, and human rights. Kari Lerum received her Ph.D. in sociology from The University of Washington. Her interests include culture, organizations, sexuality, qualitative methods, and visual studies. Anne Peterson received her Ph.D. from Washington University. Her interests include urban politics and policy and the distribution of natural resources at the local level. Elizabeth Thomas received her Ph.D. in psychology from The University of Illinois at Urbana—Champaign. Her interests include community-based resources for adolescent development, cultural psychology, and the social context of learning.  相似文献   

12.
新南非建立初期，国家面临种族、党派、政治、经济、社会治安等多种矛盾，南非本土基督教组织把非洲本土的政治、化与西方的基督教思想、民主精神相结合，强调民主、平等的同时，提倡爱与社会整体的和谐，在经济上帮助穷人，用宗教唤起人们的良知，让罪犯在上帝面前主动认罪，让黑人重新找田自信，为化解新南非的种种矛盾，为它在和平、稳定中逐步走向繁荣作出独特的贡献。  相似文献   

13.
Abstract

... white settlers require native servants, they can only ensure a continuous supply by seeing to it that the servants are kept in a state of decided educational inferiority. To educate them ... (would) inculcate such mischievous and intolerable ideas as democracy, the brotherhood of man, human freedoms and the like (Wellington, 1967, p. 391)

In 1990, after sixty‐seven years of apartheid rule Namibia gained independence from South Africa. The quote above illustrates the influences of political, socio‐economic and ideological factors on the development of Bantu education in Namibia [and South Africa], which sought to entrench and maintain the system of apartheid. The paper will explore the influences of these macro‐factors, specifically on teaching and learning, on the Bantu and other phases of education throughout Namibian history i.e. indigenous education, missionary education and education for all.  相似文献   

14.
This article traces the origins and development of an action research Master's in Education programme, which was introduced in the Faculty of Education at the University of the Western Cape, South Africa in the mid-1980s. The programme began during a time of political and social repression, when the apartheid government was very much in control, and was explicitly located within an emancipatory approach to education. The article discusses the vision of emancipatory education that underpinned the programme, linking this to the political situation of domination and resistance in the educational sector. The origins of People's Education are described, as well as various initiatives in action research which were closely linked to the People's Education movement of the time. The article concludes by discussing some of the new challenges for action research and emancipatory education in the post-apartheid era.  相似文献   

15.
The 10‐year anniversary of the first democratic elections in South Africa in 2004 provoked much reflection and fuelled new policy debates on both the progress and failures of educational reform. While a myriad of achievements have been touted and are well‐known to international audiences, a swelling critique from inside South Africa shows that much work remains to be done. By glancing backward as a way to understand how to move forward, we review several important recently published books on post‐apartheid education policy to learn how policies were conceived, what went well and what went seriously wrong. In engaging this extended analysis we provide a glimpse into the unique set of circumstances and challenges faced by the South African government over the last 15 years (namely the tensions between equity and redress and global competitiveness), while offering a sustained critique of the resulting policy outcomes through a social justice lens.  相似文献   

16.
This article examines the relationship between poverty and education in South Africa, and how its conceptualisation has changed historically. By analysing two major inquiries into poverty conducted by the Carnegie Corporation (in 1929‐32 and 1982‐84), it highlights the political nature of poverty and also its racialisation in South Africa. Using material from a peri‐urban research study, it extends the analysis to include the underprovision of schooling, gender relationships of poverty and also child labour. The article illustrates how the relationship between poverty and education has been differently constructed in different discourses, and concludes by considering the challenges of developing policies to address the education/poverty nexus in the rural areas of post‐apartheid South Africa.  相似文献   

17.
It has often been stated that the Arab “world” is faced by a demographic challenge which is very different to that of many countries in the global North. As the Arab Spring has shown, youths across the region of the Middle East and North Africa (MENA) are keen to make a mark, and despite the internal conflicts and contests for power and influence, many young leaders are hoping to establish new forms of social cohesion which could lead to peace and prosperity within a globalised, interconnected world. This paper focuses on one aspect of the relationship between Arab youth and society, namely the difficult transition between formal education and employment. Drawing on, among other sources, a comparative study carried out across eight Arab states, the role which career education and guidance can play in the process is examined. This is followed by a case study of Palestine where, despite very challenging and difficult political and economic circumstances, significant and promising efforts have been made to help young people develop the life skills needed to engage with schooling in ways that do not only enhance learning, but also facilitate access to work and to self-employment. The paper argues that while career education and guidance (CEG) cannot possibly be expected to solve the disconnect between education and work, it does have a role to play in enhancing learning, in supporting transitions, and thus in contributing to both social and economic development goals.  相似文献   

18.
冷战结束以来,一国国内的政治危机成为影响世界和平与安全的障碍性因素之一。政治危机有多种表现形式,不同的表现形式对国际社会作出反应的要求是不同的。在国际关系实践中,针对不同的政治危机表现形式,危机发生地所在区域的反应各不相同。在部分情况下,区域安全合作机制对有效处理国内政治危机可以而且应该发挥一定的积极作用,但在实践中也存在着诸多亟待解决的问题。  相似文献   

19.
Post-independence South Africa faces many consequences of apartheid. One legacy has been the creation of a population of school leavers for whom under-achievement in mathematics has become the norm. This paper evaluates (a) the extent and causes of under-performance in mathematics in the general population; (b) the resourcing of mathematical education, and (c) the mathematics curriculum. Evidence is provided to show that in addition to personal and social losses created by under-performance in mathematics, economic wastage has resulted from having neglected to create the conditions for the development of an appropriately numerate population. The paper offers proposals for the improvement of mathematical education through an extension of the democratic process.  相似文献   

20.
This paper reviews briefly the relationship between the South African government and higher education. This relationship, which has shaped the landscape of higher education, is looked at on the premise that public institutions depend to a large extent on government for funding and other resources, and as such there has been constant influence and interference in higher education affairs. Whereas under colonial rule, the relationship mimicked that of the Scottish and British universities, the postcolonial relationships had their own characteristics, emulating government policies under apartheid and confirming therefore the establishment of two‐tier university systems. Like most African countries, South Africa is currently faced with an immense task to bring together economic, social and political stability. This requires proactive national policies to develop particular skills and therefore a focused intervention and delivery within and through the institutions of higher education.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号