Saloshna Vandeyar

TL;DR: The authors examines the extent to which outcomes-based education, Curriculum 2005 and the revised national curriculum statement provide guidelines for assessment that are consistent with principles of high-quality assessment.

TL;DR: In this paper, an analysis of the assessment practices of three Grade 4 educators in multilingual classrooms revealed that the educators were unable or unwilling to adapt their assessment practices to the changing demands of South African school education.

TL;DR: This article conducted an exploratory study on the nature and extent of racial integration in South African schools in the post-apartheid period and found that student identities are shaped and framed within stable institutional cultures that remain impervious to change despite the changing demographics of the student body.

TL;DR: The authors found that teachers do not enter their classrooms as "blank slates" with respect to diversity questions; teachers respond differently to the challenge of school integration; and a few teachers went against the grain and responded to school integration in a way that holds immense promise for the South African schooling system.

TL;DR: This article explored the state of desegregation and integration in South African schools 11 years after the demise of Apartheid and found that institutionalized racism is still pervasive, including negative stereotyping of Black students, selective empathy, discriminatory seating arrangements, devolution of authority to students on racial basis, and aversion to African languages.