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Lessons for South Africa: China during the era of ‘reform and opening up’
Get PDFChina\u27s economic rise may now be slowing down, but the lessons for South Africa, grappling with its own stubborn development challenges, remain important. While Beijing currently navigates potential stagnation after four decades of breakneck speed economic development, its "reform and opening up" era offers valuable insights for Pretoria. This article argues that South Africa should re-orientate its relationship with China so as to better learn from, and recreate, the successes of China’s development experience. To do this requires appreciating what those successes are and where, as well as which lessons are not worth repeating on South Africa’s own development path
Cosatu’s mute response: Waves of social movement unionism in South Africa and its crisis during Covid
Get PDFCosatu’s failure to be the voice of the working class in times of crisis, such as during Covid-19 and the July 2021 unrest in KwaZulu-Natal and Gauteng, reflects its inability to envision a future beyond the ANC, writes uMBUSO weNKOSI. He argues that as long as organised labour is locked in an alliance with the ruling party it cannot be rooted in community struggles, to the detriment of the social movement unionism of the anti-apartheid struggle
New Agenda 92: Special Issue: Economics and Labour in the Global South
No full textDownload the full issue here
From a student to a teacher educator: Becoming better acquainted with my new professional identity through self-study
Get PDFAcquiring a teacher educator identity can be challenging, especially when one comes straight from being a student of teaching. The purpose of this self-study was to investigate how I got acquainted with my teacher educator identity. The study is underpinned by the socio-cultural theory. The main data source was a reflective journal where I recorded my experience from multiple sources. I analysed the data in a narrative and reflective manner with my mentor. The key finding is that I acquainted myself with a teacher educator through engaging in Discourses with my mentor while interrogating past experiences that resembled student identity and interacting with experienced teacher educators. I narrate these findings and draw conclusions and recommendations
Internationalisation – dispelling the myth of African inferiority
No full textDecoloniality is a framework addressing global power imbalances, particularly between the global north and south, rooted in the process of othering. This article suggests that internationalisation can promote decolonisation, particularly in South Africa, by challenging the notion of inferiority in the global south. Crossing disciplinary and geographical boundaries plays a crucial role in evolving classroom practice into reflective and reflexive classroom praxis. The use of empathetic-reflective-dialogical restorying as a teaching strategy aligns with a decolonial agenda. This approach allows pre-service teachers from diverse geographical contexts, like South Africa and Norway, to engage in empathetic and reflective dialogue within a safe space, potentially reshaping their prior conceptions of best teaching practices. This transformative process holds promise for the classroom environment
Exploring an alternative access route to higher education in South Africa: A human development and social justice analysis
Get PDFWidening access to higher education is one of the key policy priorities for many countries and institutions globally. While the concern has been to increase the number of young people entering university, there has also been interest in the diversity of people entering university, such as women, working students, and those from rural communities. This paper builds on that body of knowledge by combining ideas from the capability approach and social justice to understand what widening access may mean through a human development lens in contexts of historical injustice and inequality. It draws on the University Preparation Programme (UPP) and the Extended Programme (EP) provided by one of the universities in South Africa as a route to expand access and participation for students who might otherwise not access university. In doing so, it presents empirical and theoretical contributions to the multidimensionality of inequalities and how these influence higher education opportunities
Book review : Timmis, S., De Wet, T., Naidoo, K., Trahar, S., Lucas, L., Mgqwashu, E.M., Muhuro, P. and Wisker, G. 2021. Rural Transitions to Higher Education in South Africa. London: Routledge.
Get PDFThe Decolonization of Knowledge: Radical Ideas and the Shaping of Institutions in South Africa and Beyond.
Get PDFJansen, J.D. and Walters, C.A. 2022. The Decolonization of Knowledge: Radical Ideas and the Shaping of Institutions in South Africa and Beyond. Cambridge: Cambridge University Press.