The emerging consensus is that the education system in South Africa is in crisis. Understanding how this happened is crucial to finding a way in which all South Africans, especially the poorest of the poor, can have meaningful access to quality schooling and improving the professional practice of teaching in South Africa. This book engages critically with some of the dominant conceptions of teaching that have given rise to the crisis, and evaluates the enabling conditions for a viable practice. The book is written in hour of Wally Morrow and as a dialogue with his project around the learning and teaching in post-apartheid South Africa. A substantial part of Wally Morrows work -- in papers and chapters, working groups and advisory committees -- has been devoted to retrieving the primacy of the practice of professional teaching in our thinking about the transformation of schooling and education. Together, the chapters in this volume advance the project of retrieval, hence its title, Retrieving Teaching . It is in this spirit that the contributors to this volume engage in a critical debate with Morrows ideas and arguments. The authors have committed themselves to Morrows insistence that critique of kwledge claims, premises, reasoning, evidence and conclusions are the very grounds of critical thinking, rational argument and debate. Each chapter takes up an idea from Morrows framework of thinking and explains, extends or criticises it. Several of the chapters were first presented, in earlier versions, as part of the Symposium on Learning to Teach in South Africa at the Kenton Conference (Kenton at P[h]umula Olwandlein) -- an event in which lively critical debate at times stretched the principle of charity to its limits. While South Africa is the context and focus of this volume, the issues it addresses -- curriculum, pedagogy and learning -- are perennials in the field of teaching, teacher education and curriculum in many parts of the world.
Stephanie Matseleng Allais (PhD) is currently working for the International Labour Organization, conducting research into National Qualifications Frameworks. Prior to this, she was the Director: Research and Development, for Umalusi, the South African body responsible for quality in primary and secondary education. She has broad experience in education in South Africa, as a teacher, trainer, activist, union educator, and researcher. David Bensusan is a lecturer in the Wits School of Education. He is a political philosopher and a film producer. More recently he completed his LLB studies and is registered as an advocate at the high court. His current research interests include pedagogy, ethics and educational law. Wayne Hugo (PhD) currently heads the school of education and development at the University of Kwazulu-Natal. His research interests revolve around developing more nuanced pedagogic languages of description and utilising these to understand and respond to issues of inequality within a developing context. Lesley Le Grange is professor and Vice-Dean (Research) in the Faculty of Education at Stellenbosch University. Lesley teaches and researches in the fields of environmental education, research methodology, science education, curriculum and assessment. He has more than 120 publications to his credit and serves on editorial boards of several peer-reviewed journals. Heila Lotz-Sisitka holds a Chair in Environmental Education and Sustainability Education at Rhodes University. Her research interests include new social movement theory and pedagogy, with specific reference to environment and sustainability education contributions to social and educational transformations. Shirley Pendlebury is a professor of education and the Director of the Children's Institute at the University of Cape Town. Within the broad domain of philosophy of education and cross-disciplinary studies, her research interests include teaching and teacher education; social justice, human rights and participation; and epistemological issues in curriculum and childhood studies. Lee Rusznyak (PhD) has lectured in physics, geography and methodology at the School of Education and currently coordinates the Teaching Experience programme, University of the Witwatersrand. Yael Shalem is an associate professor of education, Wits School of Education. Her research interests include teachers' work, curriculum, teaching and assessment, and teacher education. Lynne Slonimsky lectures in the School of Education at the University of the Witwatersrand in Johannesburg. Her work on authority and authoring is part of a larger project on learning, teaching and curriculum in the context of a society in the process of transformation from an authoritarian to a democratic society. Yusef Waghid is professor of philosophy of education and Dean of the Faculty of Education at Stellenbosch University. His research focuses on ethics and education.