Listening across cultural and linguistic borders: learning from teaching in Banda Aceh,Indonesia after the tsunami

This article analyzes new modes of listening to teach developed out of work in Banda Aceh, Indonesia just after the tsunami of December 2004. I analyze how a framework for understanding pedagogy as integrally connected to listening led to strategies for working with teachers in Aceh. Finally, I raise questions about how and whether the concept of teaching as based on listening has meaning across cultural and linguistic borders. This work has implications for the work of U.S. educators traveling to developing countries and for rethinking teaching and teacher education in the United States. The work suggests the significance of learning to listen through hope, even immediately after a time of disaster.

South Asians in College Counseling

The goal of this article is to provide information on the assessment and treatment of South Asian college students for mental health practitioners. We provide a brief historical review of the cultures from which these students come and the process of migration to the United States and also make recommendations for work with these students in the college counseling setting. Topics addressed include family dynamics, arranged marriage, ethnic identity development, and suicide.     

Special Education in South Africa

THE APARTHEID POLICY in South Africa has legally separated its 35 million inhabitants into four official racial groups. Political power and privilege have been vested entirely in the white group (i.e., 14% of the population), while the blacks are sociopolitically disadvantaged. The systems of education and special education strikingly reflect, and are a product of the divided, inequitable society. The majority of black South African students are academically retarded due to the inadequacy and inequity of the educational and sociopolitical system. Moreover, facilities for black handicapped children both within and outside the mainstream are extremely limited. For whites, there are far better facilities for disabled children, but their education system tends to be conceptually antiquated and narrow‐minded. The past decade has seen some improvements in the provision of special education facilities and in the approach to education generally. Significant political changes are now occurring in 1990, which are heralding the downfall of the apartheid system and are likely to produce a major overhaul of the education and special education systems for all children. However, the enormity of numbers involved remains a major problem and calls for innovative solutions.     

Moral Education in South Africa

Abstract

Moral education in South Africa has always been a matter of priority to parents and educationalists alike. Although it is not taught as a separate subject in the schooling process, much attention is paid to it throughout the school curriculum. Particularly in religious education and in social studies time is devoted to matters of moral conduct. The basis for moral education has almost right through been a Christian approach to life. This is the case in schools for black and for white pupils. A great number of devoted teachers go to great lengths to prepare young people for life in such a way that they may become steadfast citizens of the country. The role of parents, youth organizations, churches and ‐‐ in the case of black youths ‐‐ tribal customs, should, however, not be underestimated in the moral training of young people.     

Citizenship Education in Post-Apartheid South Africa

How is citizenship understood in South Africa, a new democracy with a deeply divided past? This paper describes the approach to citizenship education in recent educational policy, and in curriculum developments. It does so against the background of a conceptualisation of citizenship based on both the participatory vision of the anti-apartheid struggle and on the citizen as presented in the new Constitution. The shifting nature of the divisions that still deeply divide this society is explored, together with tensions between what can be called the official conceptualisation of citizenship and a more popular interpretation of citizenship as access to socio economic rights. This tension poses potential problems in the democratic polity, as well as a challenge for citizenship education.     

南非以结果为本位的教育改革

以结果为本位的教育是20世纪90年代在北美首先发展起来的。以结果为本位的教育有着深刻的理论和实践渊源,并建立在一定的前提假设之上,在具体的实践过程中,还得遵循相应的实施原则。在特定的背景下以结果为本位的教育传入南非后,经历了一系列的发展过程,在实施过程中也出现了一些问题。     

Aims of education in South Africa

The first part of this paper gives a historical account of the aims of education under Apartheid, and discusses the ideological success of Apartheid education. The second part argues that a significant discussion — that is one which could have some purchase on schooling policy and educational practice — of aims of education in South Africa is not possible at present because the historical preconditions for such a discussion are not satisfied. It is argued that Apartheid has generated a political perspective which is unsympathetic to a discussion of aims of education; that the dominance of a social engineering model of schooling distorts a discussion of aims of education; and that a shared moral discourse, which is a necessary condition for a significant discussion of aims of education, does not yet exist in South Africa.

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Zusammenfassung Der erste Teil dieses Artikels enthält einen historischen Bericht über Erziehungsziele unter dem Apartheidssystem und untersucht den ideologischen Erfolg dieser Apartheiderzichung. Im zweiten Teil wird erläutert, daß eine sinnvolle Diskussion — nämlich eine, die einen gewissen Einfluß auf die Schulpolitik und die erzieherische Praxis nehmen könnte — über Erziehungsziele in Südafrika zum gegenwärtigen Zeitpunkt nicht möglich wäre, da die historischen voraussetzungen für eine solche Diskussion nicht gegeben sind. Im weiteren wird ausgeführt, daß die Apartheid eine politische Perspektive erzeugt hat, die einer Diskussion über Erziehungsziele nicht förderlich ist, daß das herrschende Erziehungsmodell, das hauptsächlich der Strukturierung der Gesellschaft dient, eine solche Diskussion verzerrt und daß ein gemeinsamer moralischer Rahmen, der die notwendige Voraussetzung für eine sinnvolle Diskussion über Erziehungsziele ist, in Südafrika bisher noch nicht existiert.

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Résumé La première partie de cet article présente un exposé historique des objectifs de l'éducation sous l'apartheid et examine le succès idéologique de l'éducation de ce système. Dans la deuxième partie, on affirme qu'une discussion importante (c'est-à-dire qui aurait une certaine influence sur la politique et la pratique éducatives) sur les objectifs de l'éducation en Afrique du Sud n'est pas possible à l'heure actuelle attendu que les conditions préalables à une telle discussion ne sont pas remplies. On souligne que l'apartheid a engendré une perspective politique qui n'est pas favorable à une discussion sur les objectifs de l'éducation; que la dominance d'un modèle éducatif social manigancé fausse la discussion sur les objectifs éducatifs; et qu'un discours moral partagé, qui est le préalable à une discussion pertinente sur les objectifs de l'éducation, n'existe encore pas en Afrique du Sud.

     

The Trip to South Africa

南非是一个位于非洲大陆最南端的国家,素有“彩虹之国”的美誉。2010年的世界杯足球赛将在这里举行哦。你对这个国家的了解有多少呢？我给大家设计了4条旅游路线。赶快选择你最喜欢的路线,并带上你要完成的任务,开始你的南非之旅吧！     

Goldie Comes to South Africa

现在,北京的天气非常冷了。晚上睡觉,Goldie不得不盖上厚厚的棉被。天气真冷,明天上学可要多穿点衣服了。Goldie想着想着就睡着了。她的想法被身下的魔毯知道了,于是……     

Portraits of Black schooling in South Africa

This research captures the personal experiences of Black student teachers at the University of Durban-Westville, South Africa, who were asked to write about one significant experience in their schooling careers. About 1,000 such individual stories, collected between 1991 and 1996, were analyzed and recast as broader portraits of Black schooling in South Africa before and after the transition to democracy in 1994. Five major themes were identified in these stories: (1) violence at school, (2) authoritarian climate at school, (3) learning as memorizing, (4) difficulties in schooling related to poverty, and (5) difficulties in schooling related to the language medium. The methodological strategy was influenced by the Dutch school of phenomenological pedagogy that takes the ordinary life-world as a starting point for inquiry. The findings of this research suggest that new education policies, to be effective, must take account of very significant continuities in students' experiences through the political transition.     

School Governance in the New South Africa

This article examines the early experience of the school governing bodies established in South Africa following the 1996 South African Schools Act. It relates the emergence of school governance to wider issues of democracy and participation and assesses the composition of governing bodies, notably the inclusion of learners. Governing bodies' powers include provision to set fees, subject to parental approval, and the paper examines how this requirement impacts on the resources available to different types of school, and the implications for equity and equality. Governing bodies also determine their own admissions policies, and the paper explores how this provision has led to school populations differentiated by class and race. The relationships between lay governors and school principals are examined to see if the Act's plan to separate governance and professional management has been achieved in practice. The paper concludes that, despite the significant difficulties facing the educational system in South Africa, governing bodies provide a good prospect of enhancing local democracy and improving the quality of education for all learners.     

South Africa: The need for a radical restructuring of specialized education in the new South Africa

Sigamoney Naicker, a lecturer in Specialized Education in the Department of Educational Psychology at the University of Western Cape, provides an analysis of specialized education after one year of the first democratic government in South Africa.