Re-thinking new knowledge production: A literature review and a research agenda

http://repository.ust.hk/ir/bitstream/1783.1-2744/1/NaubaharSharifFully.pdf

Emergence and development of the National Innovation Systems concept

Since South Africa's first national democratic elections in 1994, the Government of National Unity has issued several curriculum‐related reforms intended to democratise education and eliminate ineq...

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Curriculum Reform in South Africa: A Critical Analysis of Outcomes-based Education.

Purpose: The purpose of this article is to propose a conceptual framework for social justice leadership as praxis and to explore the implications of this framework for leadership preparation progra...

Social Justice Leadership as Praxis: Developing Capacities Through Preparation Programs

NBER WORKING PAPER SERIESRECENT DEVELOPMENTS IN INTERGENERATIONAL MOBILITYSandra E. BlackPaul J. DevereuxWorking Paper 15889http://www.nber.org/papers/w15889NATIONAL BUREAU OF ECONOMIC RESEARCH1050 Massachusetts AvenueCambridge, MA 02138April 2010Prepared for the Handbook of Labor Economics. We would like to thank Anders Bjorklund, DanHamermesh, Helena Holmlund, Kanika Kapur, Gary Solon, Alexandra Spitz-Oener, and Steve Trejofor helpful comments. Prudence Kwenda provided excellent research assistance. Devereux thanksthe Irish Research Council for the Humanities and Social Sciences (IRCHSS) for financial support.This chapter was completed while Black was on leave at the Department of Economics, Universityof Texas, Austin. The views expressed herein are those of the authors and do not necessarily reflectthe views of the National Bureau of Economic Research.© 2010 by Sandra E. Black and Paul J. Devereux. All rights reserved. Short sections of text, not toexceed two paragraphs, may be quoted without explicit permission provided that full credit, including© notice, is given to the source.

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Recent Developments in Intergenerational Mobility

Section A - introduction and overview section B - meanings, motivations and methodologies section C - concepts, contexts and criticism section D - inside classrooms section E - insights and implications.

Changing curriculum : studies on outcomes-based education in South Africa

This book tells the story of white South African students - how they remember and enact an Apartheid past they were never part of. How is it that young Afrikaners, born at the time of Mandela's release from prison, hold firm views about a past they never lived, rigid ideas about black people, and fatalistic thoughts about the future? Jonathan Jansen, the first black dean of education at the historically white University of Pretoria, was dogged by this question during his tenure, and Knowledge in the Blood seeks to answer it. Jansen offers an intimate look at the effects of social and political change after Apartheid as white students first experience learning and living alongside black students. He reveals the novel role pedagogical interventions played in confronting the past, as well as critical theory's limits in dealing with conflict in a world where formerly clear-cut notions of victims and perpetrators are blurred.While Jansen originally set out simply to convey a story of how white students changed under the leadership of a diverse group of senior academics, "Knowledge in the Blood" ultimately became an unexpected account of how these students in turn changed him. The impact of this book's unique, wide-ranging insights in dealing with racial and ethnic divisions will be felt far beyond the borders of South Africa.

Knowledge in the Blood: Confronting Race and the Apartheid Past

The policy literature in developing countries is replete with narratives of ‘failure’ attributed to the lack of resources, the inadequacy of teacher training, the weak design of implementation strategy, and the problems of policy coherence. This research on education policymaking after apartheid presents the following puzzle: what if the impressive policies designed to change apartheid education did not have ‘implementation’ as their primary commitment? Drawing on data from seven detailed case studies, the construct of ‘political symbolism’ is proposed as a first step towards developing a more elaborate theory for explaining one of the most intractable problems in policy studies: the distance between policy ideals and practical outcomes.

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Political symbolism as policy craft: explaining non-reform in South African education after apartheid

This article poses as problematic the relationship between "policy images" and the "personal identities" of teachers. By "policy images" I mean the official projections through various policy texts of what the ideal teacher looks like; by "personal identities" I mean (for now) the understandings that teachers hold of themselves in relation to official policy images. The dislocation between policy visions and practical realities in schools and classrooms remains a vexing problem to education change theorists (see Hargreaves, 1998; Sayed & Jansen, 2001).

Jonathan D. Jansen

Papers

Curriculum Reform in South Africa: A Critical Analysis of Outcomes-based Education.

Changing curriculum : studies on outcomes-based education in South Africa

Knowledge in the Blood: Confronting Race and the Apartheid Past

Political symbolism as policy craft: explaining non-reform in South African education after apartheid

Image-ining teachers: Policy images and teacher identity in South African classrooms