How did South Africa embrace "non-racialism"? After centuries of white domination and decades of increasingly savage repression, freedom came to South Africa far later than elsewhere in the continent - and yet was marked by a commitment to non-racialism. Nelson Mandela's Cabinet and government were made up of women and men of all races, and many spoke of the birth of a new 'Rainbow Nation'. How did this come about? How did an African nationalist liberation movement resisting apartheid - a universally denounced violent expression of white supremacy - open its doors to other races, and whites in particular? And what did non-racialism mean? This is the real 'miracle' of South Africa: that at the height of white supremacy and repression, black and white democrats - in their different organisations, coming from vastly different backgrounds and traditions - agreed on one thing: that the future for South Africa would be non-racial.
How did South Africa embrace "non-racialism"? After centuries of white domination and decades of increasingly savage repression, freedom came to South Africa far later than elsewhere in the continent - and yet was marked by a commitment to non-racialism. Nelson Mandela's Cabinet and government were made up of women and men of all races, and many spoke of the birth of a new 'Rainbow Nation'. How did this come about? How did an African nationalist liberation movement resisting apartheid - a universally denounced violent expression of white supremacy - open its doors to other races, and whites in particular? And what did non-racialism mean? This is the real 'miracle' of South Africa: that at the height of white supremacy and repression, black and white democrats - in their different organisations, coming from vastly different backgrounds and traditions - agreed on one thing: that the future for South Africa would be non-racial.
As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools. Updates to this new edition include: four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system over 350 new references an even wider international focus, including evidence drawn from Asia references to recent developments in neuroscience a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.routledge.com/cw/mitchell This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education. ‘This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.’ –Professor John Hattie, University of Melbourne, author of Visible Learning
South Africa in Transition utilises new theoretical perspectives to describe and explain central dimensions of the democratic transition in South Africa during the late 1980s and early 1990s, covering changes in the politics of gender and education, the political discourses of the ANC, NP and the white right, constructions of identity in South Africa's black townships and rural areas, the role of political violence in the transition, and accounts of the democratization process itself.
A definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults. The only book to look at dyslexia within the context of life span developmental psychology, including the factors that contribute to success - now fully revised and updated Combines an accessible style with a strong focus on evidence-based practice and a sound theoretical model on which to base assessment, counselling, teaching and training Provides a clear guide to the kinds of assessment that can be conducted and the ways in which dyslexic adults can be supported in selection, training, education and employment Includes coverage of overlapping syndromes such as dyspraxia and dyscalculia, and up-to-date check lists for syndromes that can be used as part of the assessment process
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