This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens. The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world. This book will be of great interest for academics, researchers and postgraduate students in the fields of teacher education, African education, educational policy, international education and comparative education.

This book presents a variety of perspectives on teacher education for a fast-changing world. It deepens the discourse on teacher education and specifically considers teacher education in light of the technological advancements of the Fourth Industrial Revolution as well as education in times of uncertainty. Drawing on examples from South Africa and showcasing international authors, the book offers a nuanced evaluation of how teacher education might adapt for the future. It explores the tension between the perennial in education and the unpredictability of the future and asks the question of how teacher education can contend with these tensions and how teachers can prepare for unexpected circumstances. Chapters draw on the science of learning and foreground lessons learned from the abrupt move of teacher education online due to the COVID-19 pandemic. The book invokes these themes to reimagine and strengthen teacher education for the future, presenting reports on research, case studies, and theoretical stances. Future-Proofing Teacher Education explores what is relevant in teacher education in the 21st century and will be a key reading for researchers, academics, and post-graduate students of teacher education, technology in education, and digital education.

South Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged. Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.

Drawing on two decades of interviews and ethnographic fieldwork (1998–2018), this book presents a unique and multi-faceted history of youth development in South Africa through the lens of a South African non-governmental organization (NGO) prominent in youth development from the mid-1980s until 2008. The book weaves history, ethnography, and discourse analysis to contextualize the Joint Enrichment Project (JEP) in the politics and history of South African education. It examines JEP’s role leading up to and during South Africa’s transition to democracy, its work and influence in post-apartheid South Africa, and the continued relevance of its legacy to contemporary initiatives seeking to address youth development and social justice. While JEP repeatedly repositioned itself as an organization, from fighting the effects of apartheid on young people to becoming a potential partner with the new African National Congress (ANC)-led government, its most significant role may have been to reposition people. After tracing JEP’s twenty-year history, the book focuses on the participants in a 1998 Youth Work Scheme, exploring their learning experiences and the program’s immediate impact on their lives. It then revisits these participants twenty years later in 2018, analyzing their life trajectories after JEP and comparing them with the life trajectories of former JEP staff over the same period—shedding light on broader patterns of socio-economic reproduction and change in the country. The book concludes with a discussion of a perennial paradox facing youth development institutions. This book will be of great interest to academics, researchers and post-graduate students in the fields of education, international development, anthropology, and African studies.

Because of the COVID-19 Pandemic, students and lecturers were left to absorb and negotiate waves of constantly changing government instructions blended in the online world with disinformation and fearmongering, while still attempting to pursue the exchange and expansion of teaching content. Student and lecturer wellness needs have begun expanding and changing along with the needs of the disabled community, all of which must be considered and integrated towards a responsible curriculum transformation. Fostering Diversity and Inclusion Through Curriculum Transformation offers a rounded revisioning of curriculum transformation within this era and covers newly emerging case studies in the wake of the COVID-19 Pandemic. Covering key topics such as curriculum, assessment, diversity, and evaluation, this premier reference source is ideal for principals, administrators, researchers, scholars, academicians, practitioners, instructors, and students.

This book presents a searing critique of the global take on education, questioning why the idea that education should be international has come to dominate the field and positing that the discourse of internationalisation has altered the way we conceptualise education. Using diverse examples from the Middle East, the UK and South-East Asia, the book gathers insights from international schooling, refugee education and the internationalisation of higher education to argue that the ‘global gaze’ renders other ways of looking at education as invisible. It suggests that an oversaturation of international comparison amongst individuals and institutions alike creates a culture of powerlessness, exclusion and silencing. Furthermore, this volume also debates the issues that are caused when education is required to transcend national boundaries. Ultimately questioning the global education system in its current form, this book will be an important contribution for academics, researchers and students in the fields of higher education, education policy and politics, and education and development more broadly.

This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.

Religious Education in Malawi and Ghana contributes to the literature on opportunities and complexities of inclusive approaches to Religious Education (RE). It analyses how RE in Malawi and Ghana engages with religious pluralisation and provides a compelling case for the need to re-evaluate current approaches in the conceptualisation, curriculum design and delivery of RE in schools in Malawi and Ghana. The book explains how a pervasive tradition of selection involving exclusion and inclusion of religion in RE leads to misrepresentation, and in turn to misclusion of non-normative religions, where religion is included but marginalized and misrepresented. The book contributes to wider discourse of RE on opportunities as well as complexities of post-confessional approaches, including the need for RE to avoid perpetuating the continued legitimisation of selected religions, and in the process the delegitimization of the religious ‘other’ as a consequence of misrepresentation and misclusion. Inspired by Braten’s methodology for comparative studies in RE, the book draws on two qualitative studies from Malawi and Ghana to highlight the pervasive problems of religious misclusion in RE. This book will be of great interest for academics, scholars and post graduate students in the fields of RE, African education, educational policy, international education and comparative education..

Volume 23 (2022/2023) of the African Development Perspectives Yearbook focusses on the issues of digital entrepreneurship, digital start-ups, and digital business opportunities in Africa. It investigates links between digitalization and development of productive capacities. It deals with business opportunities created by the digital transformation. It discusses the role of universities in the digital transformation process. It also presents book reviews and book notes. Country case studies include Senegal, Ghana, Ivory Coast, and South Africa.

This innovative volume critically examines the intersection between democracy, education and communication in African educational domains. Providing a platform for multidisciplinary research, it advances scholarship in democratic citizenship education in African higher education through methodological and theoretical innovation. The book discusses the extent to which explicit or subtle communication frameworks that underlie policymaking, institutional culture, teaching and learning experiences in African higher education significantly engender democratic mind habits and practices in students as citizens. Chapters in the book examine how communication frameworks in pedagogy ought to navigate power imbalances between students on the one hand and the institution and academics on the other. The book also examines how (dis)empowering higher education policies are and whether they contribute to democratic equality. This book will be of great interest to academics, researchers and post-graduate students in the fields of education, democratic citizenship education, communication, and African studies.