Chapters in Books (Education Policy Studies)

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Browsing Chapters in Books (Education Policy Studies) by Author "Waghid, Yusef"

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    Hopeful teacher education in South Africa: Towards a politics of humanity
    (SUN MeDIA, 2012) Waghid, Yusef
    INTRODUCTION: In this chapter I offer an account of Nussbaum’s politics of humanity to show how teacher education programmes can be remedied as the country’s universities endeavour to address the poor quality of teacher education programmes. Since the demise of apartheid education, the development of policy in relation to teacher education in South Africa has undergone major adjustments, and yet credible change in teacher education remains elusive. By far the most prominent conceptual and pragmatic change to which teacher education has been subjected points towards the cultivation of teachers who can enact their professions as democratic citizens. This implies that teachers ought to engender in learners a spirit of democratic citizenry that can imbue in them the virtues of dialogical engagement, connecting caringly with the other, and performing their tasks in a responsible manner. So it happens that current policy on teacher education accentuates the ‘roles’ of teachers in a post-apartheid dispensation along the lines of such democratic virtues.
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    Universities and public goods: In defence of democratic deliberation, compassionate imagining and cosmopolitan justice
    (AFRICAN SUN MeDIA, 2009) Waghid, Yusef
    One of the most significant contributions to the advancement of modern higher education is found in the work of Frank and Meyer (2007:290) who argue that the public mission of the contemporary university is to assist in addressing great social problems such as improving business organisation and capital investment, protecting the natural environment, preserving human rights and cultural diversity, resolving crises of governance and promoting democracy – all aspects that constitute what can be referred to as the public goods of higher education. In order to foreground the public mission of the modern (African) university more clearly, I offer an account of higher education as a public good which ought to build on conceptions of democratic deliberation, compassionate imagining and cosmopolitan justice.