CAE publications

*Journal of Education*	Downloadable back issues
Home page Editorial Board Editorial Committee Notes to contributors School of Education and Development	The *Journal of Education* is intended to serve as a resource and readers are free to make a limited number of copies of articles for non-profit educational purposes. Copyright resides with the publishers of the journal. Educators or publishers wishing to reproduce articles in publications or compilations of readings should contact the Editor. Whole issues of the journal and individual articles are downloadable in Adobe Acrobat (pdf) format. Adobe Acrobat reader is freely downloadable.
	Journal of Education back issues available
Number 45 December 2008	Editorial Wayne Hugo and Volker Wedekind Policy, practices and persistent traditions in teacher education: the construct of teaching and learning regimes Joy Papier “As long as the rain still falls we must cultivate”: Africanist challenges to liberal education Veerle Dieltiens Complementarity, mathematics and context Renuka Vithal Researching pedagogy: an Activity Theory approach Joanne Hardman Transforming identities and enacting agency: the discourses of participatory development in training South African adult educators Caroline Kerfoot The marketing of public FET colleges in SA: issues for policy and practice Salim Akoojee and Simon McGrath “Doing history?”: assessment in history classrooms at a time of curriculum reform Carol Bertram Book reviews: *Schools as organisations.* (3rd edition) van der Westhuizen, P.C.(Ed.) 2007 Raj Mestry Life skills & assets. (2nd edition) Ebersohn, L. and Eloff, I. (2006) Ishara Maharaj Tribute to Ben Parker Volker Wedekind
Number 44 July 2008	Editorial Thandi Ngcobo and Kholeka Moloi Educational leadership and management – some thoughts from the field Hennie van der Mescht Leading change in the academy: a biographical narrative of how a dynamic strategic planning model for transforming student affairs in a historically white institution was developed Kholeka Moloi, Kuzvinetsa Dzvimbo and Thandi Ngcobo An unexplored partnership: the influence of traditional leaders on schooling Sandile Mbokazi and Thamsanqa Bhengu Ubuntu and school leadership Vuyisile Msila ‘We did not put our pieces together’: exploring a professional development initiative through a distributed leadership lens Callie Grant Collaborative leadership as a necessary condition for successful curriculum implementation Graeme Edwards and Brigitte Smit
Number 43 March 2008	Editorial Wayne Hugo and Sylvan Blignaut Mapping the pedagogical performances of school principals in a Cape Town township Aslam Fataar Bernstein, Bloom and the analysis of pedagogy in South African schools Wayne Hugo, Carol Bertram, Whitty Green and Devika Naidoo Extending boundaries: young people as action researchers Bill Holderness, Christine Bold, David Henry and Margaret Wood Unbinding the other in the context of HIV/AIDSp Peter Rule and Vaughn John Teachers’ sense-making and enactment of curriculum policy Sylvan Blignaut Transcending traditional boundaries for teacher professional development: exploring a community of practice approach to CPD Murthi Maistry
Number 42 X 2007	Editorial Wayne Hugo Schooling, youth adaptation and translocal citizenship across the post apartheid city Aslam Fataar Identification with images of the teacher and teaching in formalised in-service mathematics teacher education and the constitution of mathematics for teaching Zain Davis, Jill Adler and Diane Parker Teacher preparation for diversity at three South African universities Maureen Robinson and Denise Zinn Lifelong learning, academic development and the purposes of higher education Tahir Wood South Africa’s approach to school safety: can it succeed? Rika Joubert ‘In search of home’ – practices of the self in selected teacher narratives Daisy Pillay and Betty Govinden Book Review *Learning to teach in South Africa.* Morrow, W. (2007) Wayne Hugo Reflections on Kenton 2007 Lynne Slonimsky Reflections on Kenton 2007 Busisiwe Alant
Number 41 May 2007	Editorial Liz Botha and Hennie van der Mescht What is teachers’ work? Wally Morrow Using narrative inquiry to explore school transformation: a principal’s tale Lorraine Lawrence How do we develop inclusional epistemologies for a new scholarship of democratic educational enquiry? Jean McNiff and Ana Naidoo Towards a critical understanding of the teaching of discipline-specific academic literacies: making the tacit explicit Cecilia Jacobs An analysis of ‘needs talk’ in relation to sustainable development and education Lesley le Grange Reflecting on difference: an intervention at a public high school in post-apartheid South Africa Jacqui Dornbrack
Number 40 2006	Editorial Wayne Hugo Introduction Wayne Hugo and Johan Muller Analysing pedagogy: the problem of framing Ursula Hoadley Pedagogic responsiveness for academic depth Lynne Slonimsky and Yael Shalem Pedagogy, subjectivity and mapping judgement in art, a weakly structural field of knowledge Heidi Bolton Bakhtin and the poetics of pedagogy: a dialogic approach Peter Rule The city, citizenship and education Crain Soudien Freedom of expression and the survival of democracy: has democracy in our schools received the death penalty? Willie van Vollenhoven, Johan Beckmann and Seugnet Blignaut Tracking racial desegration in South African school s Linda Chisholm and Mohammad Sujee Book Reviews Changing class: education and social change in post-apartheid South Africa. Chisolm, L. (Ed.). (2004) Wayne Hugo Environmental education: some South African perspectives Moraig Peden
Number 39 September 2006	Editorial Robin Mackie Adult learning within lifelong learning: a different lens, a different light Shirley Walters The trade union as a 'learning organisation'? A case study of informal learning in a collective, social-action organisational context Linda Cooper Isicathamiya saseStoffelton: Reflections on an education for democracy project Bhekathina Memela and Sandra Land As simple as ABC? How rural ABET Centres respond to HIV/AIDS Edith Kiggundu and Jane Castle South African illiteracy statistics and the case of the magically growing number of literacy and ABET learners John Aitchison and Anne Harley “The time is burning”: The right of adults to basic education in South Africa Peter Rule
Number 38 August 2006	Editorial The hidden work of caring: teachers and the maturing AIDS epidemic in diverse secondary schools in Durban Deevia Bhana, Robert Morrell, Debbie Epstein and Relebohile Moletsane\| Teachers' gendered identities, pedagogy and HIV/AIDS education in African settings within ESAR Fatuma Chege Seeing the body: educators' representations of HIV and AIDS Nadene de Lange, Claudia Mitchell, Lebo Moletsane, Jean Stuart and Thabisile Buthelezi 'From our frames': exploring with teachers the pedagogic possibilities of a visual arts-based approach to HIV and AIDS Jean Stuart Making pupils the respources and promoting gender equality in HIV/AIDS education Rob Pattman 'Diseases come from girls': perspoectives on male learners in rural KwaZulu-Natal on HIV infection and AIDS Reshma Sathiparsad and Myra Taylor Deconstructing participatory research in an HIV/AIDS context Dennis Francis, Nithi Muthukrishna and Anita Ramsuran Shifting ground: making sense of context in examining HIV/AIDS and schooling Vaughn John and Peter Rule
Number 37 December 2005	Editorial The impact of globalization on education and gender: an emergent cross-national balance Nelly P. Stromquist Putting ourselves into practice: popular education at/and universities Astrid von Kotze “We must recover our own selves. . .” Cultural justice as ethical issue in Higher Education Piet Naude and Elize Naude Research with under fours: some sense making moves Hasina Ebrahim and Nithi Muthukrishna Picking up the pace: variation in the structure and organization of learning school mathematics Cheryl Reeves and Johan Muller Democratising the classroom: a literacy pedagogy for the new generation David Rose Redress and reconciliation in South African education: the case for a rights-based approach Kai Horsthemke In defence of minimalism: beyond a robust approach to citizenship education Veerle Dieltiens Looking to the future with the past in mind: confessions of an Afrikaner Alette Delport Education, imagination and forgiveness Yusuf Waghid
Number 36 September 2005	Editorial The knowledge question and the future of education in South Africa: a reply to Michelson’s ‘On trust, desire and the sacred: a response to Johan Muller’s Reclaiming Knowledge’ Michael Young New conservative or new radical: the case of Johan Muller Wayne Hugo Negotiating student identity in the doctoral proposal development process: a personal reflective account Aslam Fataar Constraint or catalyst? The regulation of teacher education in South Africa Diane Parker and Jill Adler Something extra: the moment of good teaching Wayne Hugo The codification of local knowledge into learnerships James Garraway The democratization of knowledge: where have all the experts gone? Review of The Architect and the Scaffold: Evolution and Education in South Africa Edith Dempster
Number 35 March 2005	Editorial The impact of postcolonial theory on early childhood education Radhika Viruru Citizenship and children’s education rights in South Africa Salim Vally Childhood poverty and social exclusion in England and South Africa Kathy Hall, Nithi Muthukrishna and Hasina Ebrahim Mapping HIV/AIDS as a barrier to education: a reflection on the methodological and ethical challenges to child participation Mary van der Riet, Angela Hough and Bev Killian That child needs a good listening to! Reviewing effective interview strategies Carol Aubrey and Sarah Dahl Ten years of early childhood development: a case study of Little Elephant Training Centre for Early Education Peter Rule Children without play Fraser Brown and Sophie Webb Social play by young at-risk children: a microgenetic approach to the study of emergent collaboration and numeracy Geerdina van der Aalsvoort, Mieke Ketelaars and Arjette Karemaker
Number 34 December 2004	Editorial Researching HIV/AIDS and education in Sub-Saharan Africa: examining the gaps and challenges Jean Baxen and Anders Breidlid Social justice and inclusion in education and politics: the South African case Shirley pendlebury and Penny Enslin Outcomes-based quality assurance: What do we have to lose? Yael Shalem, Stephanie Matseleng Allais, Carola Steinberg Research learning Jonathan Jansen, Chaya Herman and Venitha Pillay Pedagogic hierarchies: Plato and Bernstein Wayne Hugo Revisiting the African-Africana philosophy of education debate: implications for university teaching Yusef Waghid South) African(a) philosophy of education: a reply to Higgs and Parker Lesley le Grange
Number 33 September 2004	Editorial A network analysis of formal and informal knowledge in adult pedagogy Mignonne Breier The mediation of traumatic memories in Cape Town high schools and museums: an epistemological investigation Sofie Geschier Validating academic assessment: a hermeneutical perspective Johann Graaff, Yvonne Reed and Suellen Shay Ignorance, trust and educational research Lesley le Grange The liberation songs: an important voice of black South Africans from 1912 to 1994 Anne-Marie Gray What can we know from case study research? Janet Hesketh The interface between research and policy dialogue: substantive or symbolic? Rubby Dhunpath and Andrew Paterson
Number 32 June 2004	Editorial On trust, desire, and the sacred: a response to Johann Muller’s Reclaiming knowledge Elana Michelson ‘Indigenous knowledge’ – conceptions and misconceptions Kai Horsthemke Sign, frame and significance – studying student teachers’ reading of the particular Yael Shalem Developing languages of description to research pedagogy Paula Ensor and Ursula Hoadley Citizenship education as compassion Yusef Waghid Ethical substance, modes of subjection and askesis: ‘Techniques of the self’ and ethical tuition in multicultural education Mike Kissack The merging of the only two veterinary science faculties in South Africa Mankolo Mfusi RPL in teacher education: lessons being learned from the National Professional Diploma in Education Ian Moll and Tessa Welch
Number 31 August 2003	Editorials Alternative ways of knowing – doing justice to non-western intellectual traditions in a postmodern era Tony Moodie A time for discipline: disciplinary displacement and mythological truths Ken Harley and Volker Wedekind Brak! – vision, mirage and reality in the post apartheid globalisation of South African adult education and training John Aitchison Knaves, knights and fools in the academy: bureaucratic control, social justice and academic work Penny Enslin, Shirley Pendlebury and Mary Tjiattas Themes in current education discourse that impact on teacher education Anne Hill "I feel that I get by with what I do" – Using narrative as a conceptual tool for understanding social identity Wendy McMillan Who are we? Naming ourselves as facilitators Dennis Francis, Crispin Hemson, Thulisile Mphambukeli and Jane Quin
Number 30 July 2003	Editorial African philosophy and the transformation of educational discourse in South Africa Philip Higgs Back on the chain gang: some difficulties in developing a (South) African philosophy of education Ben Parker Why (education) policy can’t be implemented these days: some philosophical considerations Jane Skinner Schooled inequalities - a comparison of the language syllabuses for English, Afrikaans and Bantu languages of the 1970s Jeanne Prinsloo Between covenant and contract: the negotiation of academic pedagogic identities Rob Moore Knowledge and the limits to institutional restructuring: the case of South African higher education Johan Muller Why do education policies in East Africa fail? What’s changing? Michael Ward, Jo Bourne, Alan Penny and Mark Poston Book Reviews: *Schools as organisations.* (2nd edition) van der Westhuizen, P.C. 2002 Thandi Ngcobo Challenges of teacher development: an investigation of take-up in South Africa. Adler, J. and Reed, Y. (Eds.). 2002 Carol Bertram
Number 29 March 2003	Editorial. Prologue to the drama: Adult education in South Africa Edward French Building communities of practice in project-based learning - a prerequisite for working towards more inclusionary curricula? Astrid von Kotze The prior learning paths of mature students entering a postgraduate qualification in adult education Jane Castle Compos(t)ing: developing writing skills in a postgraduate programme Gillian Attwood, Irene Broekmann, Pam Nichols, and Jane Castle Retrieving the general from the particular: the structure of craft knowledge Jeanne Gamble The state of book development in South Africa Sandra Land Struggle and compromise: a history of South African adult education from 1960 to 2001 John Aitchison The new knowledge-rich society: perpetuating marginalisation and exclusion Ivor Baatjes
Number 28 June 2002	Democracy in education or education for democracy: the limits of participation in South African school governance Veerle Dieltens and Penny Enslin Participatory democracy, education, babies and bathwater: a reply to Dieltens and Enslin Laurence Piper The regulation of teacher work identity: core considerations Ursula Hoadley Teaching without words: tacit knowledge in apprenticeship Jeanne Gamble An archaeological glimpse at NGO identity in South Africa Rubby Dhunpath Research in action and research for action : working in a participatory action research framework with a government department Maureen Robinson Book reviews: Assessment in Education Lubisi, R.C. (1999) Rob Siebörger Reclaiming knowledge Muller, J. (2000) Nick Taylor Reclaiming knowledge Muller, J. (2000) Roger Deacon
Number 27 February 2002	Clarifying constructivism in a context of curriculum change Ian Moll The restructuring of higher education curricula: contrasting models of interpretation Rob Moore Get real? Some thoughts on research for teaching and research for policy Sarah Murray Education policy implementation and the bureaucratic struggle for efficiency, equity, quality and democracy Francine de Clercq Picture imperfect: A case of conceptual poverty in education research and development Susan Meyer Swimming against the tide: External intervention in a ‘non-resilient’ school? Relebohile Moletsane Exploring policy communities and the NQF: A poverty of positioning? Rosemary Lugg
Numbers 25 and 26 not yet downloadable
Number 24 1999	Can we close the gap? Criteria and obligation in teacher education Yael Shalem and Lynn Slonimsky Addressing environmental concerns through science teaching in a changing educational milieu Lesley le Grange Are teachers likely to achieve the natural science outcomes for Curriculum 2005? Cheryl Reeves "The Department is dead. Long live the School!" David Maughan Brown Reflections on a service-learning curriculum Kathy and Sid Luckett
Number 23 1998	Grove Primary: power, privilege and the law in South African education Jonathan Jansen Grove Primary: a response to Professor Jonathan Jansen Helen Maree & Alixe Lowenherz The roles, regulation and professional development of educators in South Africa: a critical analysis of four policy documents Fred Simiyu Barasa & Elizabeth Mattson The role of the generic skill in lifelong learning: panacea or pipe-dream? Mignonne Breier The effects of political participation on student consciousness: students in the Western Cape, 1985-1986 David Gilmour & Crain Soudien
Return to top of page