“This book is a refreshing collection of fourteen chapters that off er diff erent perspectives on the burning national education policy issue of provision of inclusive education. The activity boxes are a huge plus, especially for undergraduate students. ”
Mr M Letseka, University of South Africa: Department of Educational Foundations,
Table of Contents Part 1 Alternative ways of knowing • Chapter 1: The meaning and practice of educational theory • Chapter 2: Indigenous African theories in multicultural education • Chapter 3: Towards an Afrocentric–indigenous pedagogy • Chapter 4: Africanisation, Ubuntu and IKS: A learner-centered approach • Part 2 The child and dynamics of the environment
• Chapter 5: The ecological model of human development: An African perspective • Chapter 6:
Violence in educational institutions: Cyberbullying • Chapter 7: Sexual violence in special schools • Chapter 8: Managing school violence • Chapter 9: Poverty and education in post-democratic South Africa • Chapter 10: Education and poverty in sub-Saharan Africa • Part 3 Understanding inclusive education • Chapter 11: The historical development of inclusive education in South Africa • Chapter 12: Inclusive education in the classroom: Practical applications • Chapter 13: Barriers to formal learning in South Africa • Chapter 14: Language as a barrier to learning in South African classrooms
Service Learning in South Africa Editors: R Osman and N Petersen
Service learning can be seen as a philosophy, a model, or a pedagogical tool. As such, the book Service Learning in South Africa is designed to include a theoretical component as well as a practical perspective. The book adopts a social justice framework and the theoretical component addresses why students do service learning, includes refl ection, and discusses issues of power, for example, positioning between students and site managers.
Case studies demonstrate how service learning has been implemented at various universities providing guidelines on what institutions have learnt from the experience. There is synergy between the theory of service learning and these case studies that complement the theory by drawing out general principles related to service learning. The case studies are based on research into the area but focus on addressing challenges that are faced in the fi eld and off er practical guidance.
“This is a fi rst of its kind book in terms of trying to promote the development of service-learning in academia through off ering readers practical guidelines to deal with some of the challenges that arise in this fi eld. It will be helpful to both students and lecturers who are embarking on service-learning for the fi rst time, and for practitioners who wish to compare their practices with others in the fi eld. ”
Ms C Mitchell, University of KwaZulu-Natal
“My fi rst impressions of the book were very positive. It is essential for a book like this to be written in South Africa and there is a lot of scope for it to be used extensively in HEIs. ”
Mr C Rowe, Monash University, South Africa
Table of Contents Part 1 Theories of service learning • Chapter 1: An introduction to service learning in South Africa • Chapter 2: ‘Service learning’ or ‘learning service’? • Chapter 3: Integrating the community voice into service learning: Engaging with communities • Part 2 Service learning case studies • Chapter 4: Developing English language skills through service learning as part of teacher education at the University of Pretoria • Chapter 5: Bridging the open distance learning gap through the Bright Site of Sunnyside as service-learning centre of the University of South Africa • Chapter 6: How service learning enables interdisciplinary learning: A case study in the health sciences at the University of the Western Cape • Chapter 7: Arguments in favour of service learning in the South African law curriculum • Chapter 8: Advancing a transformative learning approach in teacher education through service learning • Chapter 9: A blended approach to service learning: The Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria • Glossary • Index
9780199046546 256 PAGES 9780199058020
PAPERBACK OCT 2013 OUP SA
BEING A TEACHER
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