Traces the labors and fortunes of a set of progressive idealists who, mobilizing merchant capital, transoceanic networks and informal political influence, established the Orient Islamic Educational Institute in 1943 to found schools and promote a secular curriculum that could be integrated with Islamic teaching. Through the story of their Durban flagship project - the Orient Islamic School - the book provides a fascinating account of the changing politics of religious identity, education and citizenship in South Africa.
Following the end of apartheid in 1994, the ANC government placed education at the centre of its plans to build a nonracial and more equitable society. Yet, by the 2010s a wave of student protests voiced demands for decolonised and affordable education. By following families and schools in Durban for nearly a decade, Mark Hunter sheds new light on South Africa's political transition and the global phenomenon of education marketisation. He rejects simple descriptions of the country's move from 'race to class apartheid' and reveals how 'white' phenotypic traits like skin colour retain value in the schooling system even as the multiracial middle class embraces prestigious linguistic and embodied practices the book calls 'white tone'. By illuminating the actions and choices of both white and black parents, Hunter provides a unique view on race, class and gender in a country emerging from a notorious system of institutionalised racism.
Early Childhood Education for Muslim Children foregrounds the marginalised perspective of Muslim children aged three to five and examines how they are cared for and educated in centre-based provision in two provinces in post-apartheid South Africa. Both theological and social science perspectives are carefully interwoven to make sense of the construction of service provision for Muslims as a minority group in a secular democracy. This book uses a qualitative, reflexive approach to amplify the voices of mothers, managers and teachers as the community of agents who shape priorities for young children in the context of a rapidly transforming society. The research demonstrates that the quest to establish an appropriate care network and a sound educative environment for Muslim children is riddled with complexities, struggles and tensions. In the light of changes in the home-based network for early education, centre-based provision has become an important infrastructure for Muslim communities seeking one-stop academic and Islamic education. The internal struggles encountered in this form of provision include inequities in access, struggles to package an appropriate curriculum, and dealing with nurturance specific to the faith and for cultural formations supportive of citizenship. This book calls for critical engagement with issues of religious education in early childhood, social cohesion, formal systematic teacher education for Muslim teachers, curriculum development and parental support. It will contribute not only to the development of early education from an Islamic perspective, but will also demonstrate how to expand discourses and practices to deal with diversity and faith development in early years. As such, it will appeal to academics, researchers and postgraduate students in the fields of early childhood education, religious studies, race and ethnic studies, and childhood studies
From 1952 to 1981, South Africa’s apartheid government ran an art school for the training of African art teachers at Indaleni, in what is today KwaZulu-Natal. The Art of Life in South Africa is the story of the students, teachers, art, and politics that circulated through a small school, housed in a remote former mission station. It is the story of a community that made its way through the travails of white supremacist South Africa and demonstrates how the art students and teachers made together became the art of their lives. Daniel Magaziner radically reframes apartheid-era South African history. Against the dominant narrative of apartheid oppression and black resistance, as well as recent scholarship that explores violence, criminality, and the hopeless entanglements of the apartheid state, this book focuses instead on a small group’s efforts to fashion more fulfilling lives for its members and their community through the ironic medium of the apartheid-era school. There is no book like this in South African historiography. Lushly illustrated and poetically written, it gives us fully formed lives that offer remarkable insights into the now clichéd experience of black life under segregation and apartheid.
This is the fourth publication originating from the conference Legacy of Slavery and Indentured Labour: Past, Present and Future, which was organised in June 2013 by the Institute of Graduate Studies and Research (IGSR), Anton de Kom University of Suriname. The core of the book is based on a conference panel which focused specifically on the experience of Muslim with indentured migrants and their descendants. This is a significant contribution since the focus of most studies on Indian indenture has been almost exclusively on Hindu religion and culture, even though an estimated seventeen percent of migrants were Muslims. This book thus fills an important gap in the indentured historiography, both to understand that past as well as to make sense of the present, when Muslim identities are undergoing rapid changes in response to both local and global realities. The book includes a chapter on the experiences of Muslim indentured immigrants of Indonesian descent who settled in Suriname. The core questions in the study are as follows: What role did Islam play in the lives of (Indian) Muslim migrants in their new settings during indenture and in the post-indenture period? How did Islam help migrants adapt and acculturate to their new environment? What have been the similarities and differences in practices, traditions and beliefs between Muslim communities in the different countries and between them and the country of origin? How have Islamic practices and Muslim identities transformed over time? What role does Islam play in the Muslims’ lives in these countries in the contemporary period? In order to respond to these questions, this book examines the historic place of Islam in migrants’ place of origin and provides a series of case studies that focus on the various countries to which the indentured Indians migrated, such as Mauritius, South Africa, Guyana, Trinidad, Suriname and Fiji, to understand the institutionalisation of Islam in these settings and the actual lived experience of Muslims which is culturally and historically specific, bound by the circumstances of individuals’ location in time and space. The chapters in this volume also provide a snapshot of the diversity and similarity of lived Muslim experiences.
‘An essential student-friendly text for Education Studies.’ Dr Gillian Forrester, Subject Head for Education & Early Childhood Studies, Liverpool John Moores University ‘Introducing students to the complexities of Education Studies is a difficult task and this book will go a long way to making it easier. I will definitely be recommending this to all my students.’ Kevin Brain, Programme Leader, Education Studies, Leeds Trinity University This textbook explains the basic principles of sociology and relates these concepts to today’s society and education system in order to deepen your understanding of how these issues affect our lives and the world we live in, encouraging you to think critically and to develop a ‘sociological imagination’. Coverage includes: the wider political and economic context for education in the UK, including an analysis of the reforms of the 2010 coalition government childhood, schooling and pupil voice non-traditional consideration of critical pedagogy, ‘race’ and gender the role of education in a multicultural society inequalities in educational opportunity in terms of class, ethnicity and disability. This is essential reading for students on undergraduate Education Studies degrees, and for sociology courses covering educational issues.
