Complex classroom encounters: A South African perspective

Complex Classroom Encounters: A South African Perspective

Volumn , Issue , 2012, Pages 1-136

  Evans, Rinelle ^a   Cleghorn, Ailie ^b  

^a UNIVERSITY OF PRETORIA   (South Africa)

^b Dept of Electrical and Computer Engineering   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84933043087     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-6209-083-5     Document Type: Book

References (367)

1. Antonio, A., Astin, H., & Cress, C. (2000). Community service in higher education: A look at the nation's faculty. Review of Higher Education, 23(4), 373-398.
2. Abdi, A. A. (2005). African philosophies of education: Counter-colonial criticisms. In A. A. Abdi and A. Cleghorn, (Eds.), Issues in African education: Sociological perspectives (pp. 25-42). New York: Palgrave-Macmillan.
3. Abdi, A. A., (2002). Culture, education and development in South Africa: Historical and contemporary perspectives. Westport, CT & London: Bergin & Garvey.
4. Abdi, A. A., & Cleghorn, A. (Eds.). (2005). Issues in African education: Sociological perspectives. New York: Palgrave-Macmillan.
5. Achebe, C. (1989). Hopes and impediments: Selected essays. New York: Doubleday.
6. Adair, J. K. (2011). Affection and discrimination: Preschool teachers talk about young children of immigrants. Paper presented at the 19th International Re-conceptualizing Early Childhood Education (RECE) Conference, University of East London, October 25-29.
7. Agnihotri, R. K. (1995). Multilingualism as a classroom resource. In K. Heugh, A. Siegrühn, & P. Plüddemann (Eds.), Multilingual education for South Africa (pp. 3-7). Johannesburg: Heinneman.
8. Aikenhead, G. S. (1996). Science education: Border crossing into the sub-culture of science. Studies in Science Education, 27, 1-52.
9. Aikenhead, G. S. (1990). Scientific/technological literacy, critical reasoning, and classroom practice. In S. P. Norris & L. M. Phillips (Eds.), Foundations of literacy policy in Canada (pp. 127-146). Calgary: Detselig.
10. Alexander, N. (2000). English unassailable but unattainable: The dilemma of Language policy in South African education. PRAESA Occasional paper #3 Cape Town: PRAESA.
11. Alexander, N. (2002). Linguistic rights, language planning and democracy in post-apartheid South Africa. In S. Baker (Ed.), Language policy: Lessons from global models (pp. 116-129). Monterey, CA: Monterrey institute of International studies.
12. Alexander, N. & Bloch, C. (2004). Feeling at home with literacy in the mother tongue. Unpublished paper presented at the IBBY Conference. www.sacbf.org.za/004%20papers/Neville%20Alexander %20&%20Carole%20Bloch.rtf.
13. Alexander, N. & Busch, B. (Eds.). (2007). Literacy and linguistic diversity in a global perspective: An intercultural exchange with African countries. European Centre for Modern Languages, Strasbourg: Council of Europe Publishing.
14. Alexander, R. J. (2000). Culture and pedagogy: International comparisons in primary education. Oxford: Blackwell.
15. Alexander, R. J. (2008). Towards dialogic teaching: Rethinking classroom talk, 4th edition. York: Dialogos.
16. Allen, D. (2006). Who's in and who's out? Language and the integration of new-immigrant youth in Quebec. The International Journal of Inclusive Education, 10(2), 251-263.
17. Allport, G. (1979). The nature of prejudice. New York: Addison-Wesley.
18. Anderson-Levitt, K. (Ed.). (2003). Local meanings, global schooling: Anthropology and world culture theory. New York: Palgrave-Macmillan.
19. Apple, M. (1979). Ideology and curriculum. Boston: Routledge & Kegan Paul.
20. Apple, M. (2003). Is the new technology part of the solution or part of the problem in education? In A. Darder, M. Baltodano, & R. Torres, (Eds.), The critical pedagogy reader (pp. 440-457). New York: Routledge.
21. Apple, M. & Christian-Smith L (Eds.) (1991). The politics of the textbook. Routledge: London and New York.
22. Arthur, J. (1996). Code-switching and collusion: Classroom interaction in Botswana primary schools. Linguistics and Education, 8, 17-33.
23. Arthur, J. (1994). Talking like teachers: Teacher and pupil discourse in Botswana primary classrooms. Language, Culture and Curriculum, 7(1), 29-40.
24. Asante, M. K. (2000). The Egyptian philosophers. Chicago: African American Images.
25. Ashcroft, B. (2001). On post-colonial futures: Transformations of colonial culture. London: Continuum.
26. Bailey, K. M. & Nunan, D. (1996). Voices from the language classroom. Cambridge: Cambridge University Press.
27. Baker, S. (Ed.). (2005). Language policy: Lessons from global models. Monterey, CA: Monterey Institute of International Studies.
28. Bamgbose (1984). Mother tongue medium and scholastic attainment in Nigeria. Prospects, XVI, 87-93.
29. Banks, M. & Morphy, H. (Eds.). (1997). Rethinking visual ethnography. New Haven: Yale University Press.
30. Barba, R. (2004). Friendly webpages: Their development and use. In A. Peacock & A. Cleghorn, (Eds.), Missing the meaning: The development and use of print and non-print text materials in diverse school settings (pp. 239-252). New York: Palgrave.
31. Barton, D., Hamilton, M., & Ivanic, R. (2000). Situated literacies: Reading and writing in context. London: Routledge.
32. Bates, A. W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.
33. Beckman, J. L. (2003). Balancing the rights of policy makers and policy stakeholders in South Africa's emerging democratic education system. Paper read at the ANZELA Conference, Sydney, Australia, 2 October.
34. Beets, P. & Van Louw, T. (2005). Educational transformation, assessment and Ubuntu in South Africa. In Y. Waghid, B. Van Wyk, F. Adams, & I. November (Eds.), African (a) philosophy of education: Reconstructions and deconstructions (pp. 473-483). Stellenbosch: University of Stellenbosch.
35. Benson, C. A. (2004a). Bilingual schooling in Mozambique and Bolivia: From experimentation to implementation. Language Policy, 3, 47-66.
36. Benson, C. (2004b). Do we expect too much of bilingual teachers? Bilingual teaching in developing countries. International Journal of Bilingual Education & Bilingualism, 7(2-3), 204-221.
37. Beukes, A.-M. (2008). Language policy implementation in South Africa: How Kempton Park's great expectations are dashed in Tshwane. Stellenbosch Papers in Linguistics, 38, 1-26.
38. Beukes, A.-M. (2009). Language policy incongruity and African languages in post apartheid South Africa. Language Matters, 40(1), 35-55.
39. Beykont, Z. (2000). Lifting every voice: Pedagogy and politics of bilingualism. Boston: Harvard Education Publications Group.
40. Bhabha, H. (1985). Signs taken for wonders: Questions of ambivalence and authority under a tree outside Delhi, May 1817. Critical Inquiry, 12, 144-165.
41. Biko, S. (1978). Some African cultural concepts. In I write what I like. London: Penguin.
42. Bloch, C. (2005a). Building bridges between oral and written language: Facilitating reading opportunities for children in Africa.. In N. Alexander (Ed.), Mother tongue based bilingual education in Southern Africa. The dynamics of implementation (pp. 69-82). Frankfurt am Main/Cape Town: Multilingualism Network.
43. Bloch, C. (2005b). Enabling effective literacy learning in multilingual South African early childhood classrooms. PRAESA Occasional Papers, No. 16.
44. Bloch, C. & Alexander, N. (2003). Aluta continua: The relevance of the continua of biliteracy to South African multilingual schools. In N. Hornberger (Ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (pp. 91-121). Clevedon: Multilingual Matters.
45. Bloch, C. & Edwards, V. (1999). Young children's literacy in multilingual classrooms: Comparing developments in South Africa and the UK. In L. Limage, (Ed.), Comparative perspectives on language and literacy (pp. 611-621). Dakar: UNESCO Breda.
46. Bloch, G. (2009). The toxic mix - What's wrong with South Africa's schools and how to fix it. Cape Town: Tafelberg.
47. Blumfield, B. (2008). A timeline of South African events in education in the twentieth century: 1900-1999. On-line monograph report, 1-27.
48. Booyse, J. J., Le Roux, C. S., Seroto, J., & Wolhuter, C. C. (2011). A history of schooling in South Africa: Method and context. Johannesburg: Van Schaik Publishers.
49. Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA: Harvard University Press.
50. Bouffard, L. A. & Sarkar, M. (2008). Training 8-year-old French immersion students in meta-linguistic analysis: An innovation in form-focused pedagogy. Language Awareness, 17(1), 3-24.
51. Brandt, D., & Clinton, K. (2002). Limits of the local: Explaining perspectives on literacy as a social practice. Journal of Literacy Research, 34(3), 337-356.
52. Breton-Carbonneau, G. & Cleghorn, A. (2010). What's language got to do with it? An exploration into the learning environment of Quebec's classes d'accueil. Canadian and International Education, 39(3), 101-121.
53. Breton-Carbonneau, G., Cleghorn, A., Evans, R., & Pesco, D. (2012). Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: Examples from Quebec, Canada and Gauteng, South Africa. Compare, 4(1), 1-19.
54. Brey, P. (1998). Space-shaping technologies and the geographical disembedding place. In A. S. Light & J. M. Smith (Eds.), Philosophy and geography. NewYork: Rowman & Littlefield.
55. Brock-Utne, B. & Holmarsdottir, H. B. (2004). Language policies and practices in Tanzania and South Africa: Problems and challenges. International Journal of Educational Development, 24(1), 67-83.
56. Brock-Utne, B. (2003). The merits and problems of code-mixing and code-switching in the African classroom. Paper presented at the annual meeting of the Comparative and International Education Society, New Orleans, March 12-16.
57. Bulpin, T. V. (1985). Illustrated guide to Southern Africa. The Readers Digest.
58. Bunyi, G. (1999). Rethinking the place of African indigenous languages in African education. International Journal of Educational Development, 19(4-5), 337-350.
59. Burbules, N. C. & Torres, C. A. (2000). Globalisation and education: Critical perspectives. London: Routledge.
60. Burger, S. (n. d.). http://myfundi.co.za/e/The-history-of-Education-in-South-Africa-I, http://www.muslim.co.za/education.
61. Busch, B. (2010). School language profiles: Valorising linguistic resources in heteroglossic situations in South Africa. Language and Education, 24(4), 283-294.
62. Byrnes, R. M. (Ed.). (1996). South Africa: A country study. Washington: GPO for Library of Congress.
63. Calvet, L.-J. (1998). Language wars and linguistic politics. New York: Oxford University Press.
64. Cameron, T. (1987). An illustrated history of South Africa. Johannesburg: Jonathan Ball Publishers.
65. Campbell Clark, S. (2000) Work/family border theory: A new theory of work/family balance, Human Relations, 53(6), 747-770.
66. Cannella, G. S. & Viruru, R. (2004). Childhood and post-colonisation: Power, education and contemporary practice. New York: Routledge Falmer.
67. Carrim, N. (1994). Academic support and transforming knowledge systems: The case of South African education in transition. Curriculum Studies, 2(3), 273-288.
68. Castango, A. & Brayboy, B. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941-993.
69. Chakava, H. (1998). A publisher's perspective on children books. African Publishing Review. A Bimonthly Newsletter. Bellagio Publishing Network, Research and Information Center in association with the Boston College Center for International Higher Education.
70. Christie, P. (1991). The right to learn: The struggle for education in South Africa. Johannesburg: Ravan Press.
71. Clark, J. & Ramahlape, K. (1999). Crackles and sparks: Stepping out of the world of lightning with the 'Science through applications project'. In J. Kuiper (Ed.), Proceedings of the 7th Annual Conference, Southern African Association for Research in Mathematics and Science Education (pp. 110-120), January, Harare.
72. Cleghorn, A. (1992). Primary level science in Kenya: Constructing meaning through English and indigenous languages. International Journal of Qualitative Studies in Education, 5(4), 311-323.
73. Cleghorn, A. (2005). Language issues in African school settings: Problems and prospects in attaining education for all. In A. A. Abdi & A. Cleghorn (Eds.), Issues in African education: Sociological perspectives (pp. 101-122). New York: Palgrave-Macmillan.
74. Cleghorn, A., & Prochner, L. (2003). Contrasting visions of early childhood education: Examples from rural and Urban settings in Zimbabwe and India. Journal of Early Childhood Research, 1(2), 131-153.
75. Cleghorn, A. & Prochner, L. (2010). Shades of globalisation in three early childhood settings: Views from India, South Africa and Canada. Rotterdam: Sense Publishers.
76. Cleghorn, A. & Prochner, L. (2012). Looking into ECED spaces: Visual ethnography's contribution to thinking about quality. Global Studies in Childhood, 2(4), in press.
77. Cleghorn, A., Merritt, M., & Abagi, O. (1989). Language policy and science instruction in Kenyan primary schools. Comparative Education Review, 33(1), 21-39.
78. Cobern, W. W. (Ed.). (1998). Socio-cultural perspectives on science education: An international dialogue. Dordrecht, the Netherlands: Kluwer Academic Publishers.
79. Coertzen, P. & Fensham, F. C. (1988). The Huguenots of South Africa, 1688-1988. Cape Town: Tafelberg.
80. Cohen, E. G. (1990). Teaching in multiculturally heterogeneous classrooms: Findings from a model program. McGill Journal of Education, 26(1), 7-23.
81. Cook-Gumperz, J. (2006). The social construction of literacy: An unchanging equation. London: Cambridge University Press.
82. Corbo, C. (2000). Repenser l'école: Une anthologie des débats sur l'éducation au Québec de 1945 au Rapport Parent. Montréal, QC: Les Presses de l'Université de Montréal.
83. Crystal, D. (2007). English as a global language. Cambridge: Cambridge University Press.
84. Crystal, D. (2010). The Cambridge encyclopaedia of language, 3rd edition.
85. Cummins, J. (1973). A theoretical perspective on the relationship between bilingualism and thought. Working Papers on Bilingualism, l, 1-9.
86. Cummins, J. (2003). Challenging the construction of difference as deficit: Where are identity, intellect, imagination, and power in the new regime of truth? In P. Trifonas, (Ed.), Pedagogies of difference: Rethinking education for social change (pp. 41-60). London: Routledge.
87. Cummins, J. (2000a). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
88. Cummins, J. (2000b). "This place nurtures my spirit:" Creating contexts of empowerment in linguistically-diverse schools. In R. Phillipson (Ed.), Rights to language: Equity, power and education (pp. 249-258). Mawah, NJ: Lawrence Erlbaum.
89. Cummins, J. & Corson, D. (Eds.). (1997). Bilingual education. In Encyclopedia of language and education, Vol. 5. Dordecht, the Netherlands: Kluwer.
90. Cummins, J., & Hornberger, N. (Eds.). (2007). Encyclopaedia of language and education, 2nd ed. New York: Springer.
91. Dahlberg, G. & Moss, P. (2005). Ethics and politics in early childhood education. New York: Routledge.
92. Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation. London and New York: Routledge.
93. Dei, G. S. (2000). Towards an anti-racism discursive framework. In G. Dei and A. Calliste (Eds.), Power, knowledge and anti-racism education (pp. 23-40). Halifax, NS: Fernwood Publishing.
94. Dei, G. S. (2012). Keynote speech, Global education: Towards new frontiers. Graduate Student Symposium, May 4, Concordia University, Montreal.
95. Denessen, E., Bakker, J., & Gierveld, M. (2007). Multi ethnic schools' parent involvement policies and practices. The School Community Journal, 17(2), 27-43.
96. Deumert, A. (2009). Tracking the demographics of (urban) language shift - An analysis of South African census data. Journal of Multilingual and Multicultural Development, 31(1), 13-35.
97. Dlamini, S. N. (Ed.). (2007). New directions in African education. Calgary: University of Calgary Press.
98. Dreijmanis, J. (1988). The role of the Sputh African government in tertiary education. Johannesburg: South African Institute of Race Relations.
99. Dube, R. & Cleghorn, A. (1999). Code switching in mathematics lessons in Zimbabwe. Zimbabwe Journal of Educational Research, 11(1), 1-12.
100. Durgunoʇlu, A. Y. & Verhoeven, L. T. (1998). Literacy development in a multilingual context: Crosscultural perspectives. New York: Routledge.
101. Education in South Africa (2012).
102. Edwards, J. (1989). Language, society and identity. Oxford: Basil Blackwell.
103. Egan, K. (2002). Getting it wrong from the beginning: Our progressive inheritance from Herbert Spencer, John Dewey, and Jean Piaget. New Haven: Yale University Press.
104. Erasmus, B. P. J. (1995). On route - A region by region guide to South Africa. Johannesburg: Jonathan Publishers.
105. Engelbrecht, A. (2006). Textbooks in South Africa from apartheid to post-apartheid: Ideological change revealed by racial stereotyping. In E. Roberts-Schweitzer, V. Greaney, & K. Duer (Eds.), Promoting social cohesion through education: Case studies and tools for using textbooks and curricula. World Bank: WBI Learning Resources Series.
106. Evans, R. (1996). The demands of the multicultural classroom on the English second language teacher in secondary schools with reference to Pretoria, Gauteng. Unpublished Masters dissertation, University of Birmingham, United Kingdom.
107. Evans, R. (2006). The impact of presenter speech personality on learner participation during televised instruction. Journal of Language Teaching, 40(2), 21-34.
108. Evans, R. (2011). Preparing pre-service teachers for multilingual classrooms: Designing a multiple African language module. Journal for Language Teaching, 45(2), 69-82.
109. Evans, R. & Cleghorn, A. (2010). "Look at the balloon blow up!": Student teacher-talk in linguistically diverse South African foundation phase classrooms. Southern African Linguistics and Applied Language Studies, 28(2), 123-133.
110. Evans, R., Gauton, R., Kaschula, R. P. D., Ramagoshi, R., & Taljard, E. (2007). Classroom literacies: Understanding your multilingual classroom. Thorton, S. Africa: Bateleur.
111. Farr, M., Seloni, L., & Song, J. (Eds). (2010). Ethnolinguistic diversity and education: Language, literacy, and culture. New York: Routledge.
112. Fleer, M. (2003). Early childhood education in an evolving 'community of practice' or as lived 'social reproduction': Researching the 'taken for granted'. Contemporary Issues in Early Childhood, 4(1), 64-79.
113. Fleming, R. W. (1990). The artifact as text: Being literate in a technological society. In S. Norris & L. M. Phillips (Eds.), Foundations of literacy policy in Canada (pp. 53-68). Calgary: Detselig.
114. Fletcher, C. (2009). Images of the north from a distance. In S. Jakobsson (Ed.), Images of the North: Histories, identities, ideas. Studia Imagologica, Vol. 14 (pp. 159-172). Amsterdam: Rodopi.
115. Fletcher, C. & Cambre, C. (2009). Digital storytelling and implicated scholarship in the classroom. Journal of Canadian Studies, 43(1), 109-130.
116. Fortune, T. W. & Tedick, D. J. (Eds.). (2008). Pathways to multilingualism: Evolving perspectives on immersion education. Clevedon, England: Multilingual Matters.
117. Freebody, P. & Welch, A. R. (Eds.). (1993). Knowledge, culture & power: International perspectives on literacy as policy and practice. Pittsburgh, PA: University of Pittsburgh Press.
118. Freire, P. (1985). The politics of education: Culture, power and liberation. Boston: Bergin & Garvey.
119. Frost, S. (n. d.). How to design effective paper worksheets. From http://www.ehow.com/how-5755605-design-effective-paper-worksheets.html, accessed on 3 April 2012.
120. Fuller, B. & Snyder, C. W. (1991). Vocal teachers, silent pupils: Life in Botswana classrooms. Comparative Education Review, 35(2), 274-294.
121. Gallagher, T. & Pritchard, R. (2007). Assimilation and multiculturalism: Evolving conceptual frameworks. Compare: A Journal of Comparative and International Education, 37(5), 567-576.
122. Gates, S. (2004). Visual literacy in science and its importance to pupils and teachers. In A. Peacock & A. Cleghorn (Eds.), Missing the meaning: The development and use of print and non-print text materials in diverse school settings (pp. 223-238). New York: Palgrave.
123. Gee, J. (2008). Social linguistics and literacies: Ideology in discourses. New York: Routledge.
124. Geertz, C. (1973). The interpretation of cultures: Selected essays. New York: Basic Books.
125. Genesee, F. (1993). All teachers are second language teachers. The Canadian Modern Language Review, 50(1), 47-53.
126. Genesee, F. (2008). Dual language learning in the global village. In D. Tedick (Ed.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 253-266). Clevedon: Multilingual Matters.
127. Giddens, A. (1990). Consequences of modernity. Cambridge: Polity.
128. Giliomee, H. (2009). A note on Bantu education: 1953 to 1970. South African Journal of Economics, 77(1), 190-198.
129. Giroux, H. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
130. Giroux, H. A. (2000). Stealing innocence: Corporate culture's war on children. New York: Palgrave.
131. Gordon, R. G. (Ed.). (2005). Ethnologue: Languages of the world, 15th edition. Dallas: SIL International.
132. Gough, D. H. (1996). Introduction. In P. Silva (Ed.), Dictionary of South African English on historical principles. New York: Oxford University Press.
133. Gouvernement du Québec. (1998). A school for the future. Policy statement on educational integration and intercultural education. Ministère de l'éducation, des loisirs et des sports. http://www.meq.gouv. qc.ca/REFORME/int-scol/Bro-a.pdf.
134. Gouvernement du Québec. (2001a). Programme de formation de l'école Québécoise: Education préscolaire et enseignement primaire. Chapitre 5.3, Accueil. Ministère de l'éducation, des loisirs et des sports. http://www.mels.gouv. qc.ca/dgfj/dp/programme-de-formation/primaire/prform2001h.html.
135. Gouvernement du Québec. (2001b). Teacher training: Orientations and professional competencies. Ministèrede l'éducation, des loisirs et des sports. http://www.mels.gouv.qc.ca/dftps/interieur/PDF/formation-ens-a.pdf.
136. Government Gazette of South Africa. (1996). Constitution of the Republic of South Africa, December 18.
137. Government Gazette of South Africa. (2011). The minimum requirements for teacher education qualification. No. 34467, Volume 553, July.
138. Graham, B. (1998). Designing effective worksheets: Environmental education in botanic gardens training course. Kirstenbosch Botanic Garden, South Africa Accessed from http://www.bgci.org/education/designing-effective-works, accessed 3 April, 2012.
139. Greenberg, J. H. (1972). Linguistic evidence regarding Bantu origins. The Journal of African History, 13(2), 189-216.
140. Guthrie, M. (1967). Comparative Bantu: An introduction to the comparative linguistics and prehistory of the Bantu languages. Volumes 1-4. Farnborough: Gregg International.
141. Gyekye, K. (1996). African cultural values: An introduction. Philadelphia and Accra: Sankofa PublishingCompany.
142. Gyekye, K. (1997). Tradition and modernity: Philosophical reflections on the African experience. New York: Oxford University Press.
143. Hanson, H. E. (2010). Indigenous adaptation: Uganda's village schools, ca. 1880-1937. Comparative Education Review, 54(2), 155-174. Retrieved from http://www.jstor.org/stable/10.1086/651932.
144. Hardy, T. (2004). The constraints of commercial publishing. In A. Peacok & A. Cleghorn (Eds.), Missing the meaning: The development and use of print and non-print text materials in diverse school settings (pp. 145-160). New York: Palgrave.
145. Harms, T., Clifford, R. M., & Cryer, D. (2005). The early childhood environment rating scale (Rev. ed.). New York: Teachers College Press.
146. Hatch, E. (1992). Discourse and language. Cambridge: Cambridge University Press.
147. Hawkins, M. R. (Ed.). (2004). Language learning and teacher education: A sociocultural approach. Clevedon: Multilingual Matters.
148. Heath, S. B. (1982). Protean shapes in literacy events: Ever-shifting oral and literate traditions. In D. Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 91-117). ANorwood, NJ: Ablex.
149. Heine, B. & Nurse, D. (Eds.). (2008). A linguistic geography of Africa (Cambridge Approaches to Language Contact). Cambridge: Cambridge University Press.
150. Held, D. & McGrew, A. (2007). Globalization/anti-globalization: Beyond the great divide. Cambridge: Polity Press.
151. Held, D., McGrew, A., Goldblatt, D., & Perraton, J. (1999). Global transformations - Politics, economics and culture. Cambridge: Polity Press.
152. Heller, M. & Martin-Jones, M. (2001). Voices of authority: Education and linguistic difference. Westport, CT: Ablex.
153. Heugh, K. (2000a). Recovering multilingualism: Recent language-policy developments. In R. Mesthrie (Ed.), Language in South Africa (pp. 449-475). Cambridge: Cambridge University Press.
154. Heugh, K. (2000b). The case against bilingual and multilingual education in South Africa. PRAESA Occasional papers, No 6.
155. Heugh, K. (2002). Teacher education issues: implementation of a new curriculum and language in education policy. In N. Alexander (Ed.), Mother tongue-based bilingual education in South Africa: The dynamics of implementation (pp. 137-158). Multilingualism Network & Cape Town: PRAESA.
156. Heugh, K. (2005). Powerpoint presentation made at conference hosted by the University of Free State, August 12.
157. Heugh, K., Siegrühn, A. & Plüddemann, P. (Eds.). (1995). Multilingual education for South Africa. Johannesburg: Heinneman.
158. Heyns, F. (2007). Mother knows best: The re-evaluation of the advantages of mother tongue education. Black Business Quarterly, 32, 126-131.
159. Higgs, P. (2003). African philosophy and the transformation of educational discourse in South Africa. Journal of Education, 30, 5-22.
160. Higgs, P. (2009). Towards an indigenous African educational discourse: A philosophical reflection. International Review of Education, 54(3/4), 445-458.
161. Holmarsdottir, H. B. (2005). From policy to practice: A study of the implementation of the language-ineducation policy (LiEP) in three South African primary schools. PhD dissertation, University of Oslo. http://www.duo.uio.no/publ/pfi/2005/99096/Holmarsdottir-avhandling.pdf.
162. Hornberger, N. & Chick, J. K. (2001a). Co-constructing school safetime: Safetalk practices in Peruvian and South African classrooms. In M. Heller & M. Martin-Jones (Eds.), Voices of authority: Education and linguistic difference. Contemporary Studies in Linguistics and Education (pp. 31-56). Stamford, CT: Ablex.
163. Hornberger, N. & Chick, J. K. (2001b). Ideological paradox and intercultural possibility: Andean language-in-education policy and practice and its relevance for South Africa. South African Journal of Applied Language Studies, 19(3-4), 215-230.
164. Hornberger, N. & McKay, S. L. (Eds.). (2010). Sociolinguistics and language education. Bristol & Toronto: Multilingual Matters.
165. Hovens, M. (2002). Bilingual education in West Africa: Does it work? Journal of Bilingual Education and Bilingualism, 5(5), 249-266.
166. Hugo, A. J. & Niemann, M. (2010). Using English as a second language as the language of instruction: Concerns and needs of primary school teachers in South Africa. Journal for Language Teaching, 4(1), 59-69.
167. Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit secondlanguage learning. Studies in Second Language Acquisition, 27(2), 129-140.
168. Hunt, F. (2011). Schooling citizens: Policy in practice in South Africa. Compare: A Journal of Comparative and International Education, 41(1), 43-58.
169. Janks, H. (2010). Literacy and power. New York: Routledge-Taylor and Francis.
170. Jansen, J. D. (2009). Knowledge in the blood. Stanford, CA: Stanford University Press.
171. Jansen, J. D. (1999). Setting the scene: Historiographies of curriculum policy in South Africa. In J. Jansen & P. Christie (Eds.), Changing curriculum: Studies on outcomes-based education in South Africa (pp. 3-20). Cape Town: Juta & Co.
172. Jansen, J. & Christie, P. (1999). The changing curriculum: Studies in outcomes-based education in South Africa. Cape Town: Juta Academic.
173. Jegede, O. (1995). Collateral learning and the eco-cultural paradigm in science and mathematics education in Africa. Studies in Science Education, 25, 127-137.
174. Joubert, I. (2010). 'South Africa is my best world': The voices of child citizens in a democratic South Africa. Oxford: Peter Lang.
175. Kachru, B. B. (1986). The alchemy of English. Oxford: Pergamon Press.
176. Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures. Urbana and Chicago, University of Illinois Press.
177. Kachru, B. B., Kachru, Y., & Nelson, C. (2009). The handbook of world Englishes. London: Wiley-Blackwell.
178. Kaʇitçibaşi, Ç. (2007). Family, self, and human development across cultures: Theory and applications (2nd ed.). New Jersey: Psychology Press.
179. Kamwendo, G., Jankie, D., & Chebanne A. (Eds.). (2009). Multilingualism in education and communities in southern Africa. UBTromso Collaborative Programme for San Research and Capacity Building, Gaborone: Botswana.
180. Kanu, Y. (2003). Curriculum as cultural practice: Postcolonial imagination. Journal of the Canadian Association for Curriculum Studies, 1, 67-81.
181. Kanu, Y. (2007). Tradition and educational reconstruction in Africa in post colonial and global times: The case of Sierra Leone. African Studies Quarterly, 9, 187-204.
182. Kaplan, R. B. & Baldauf, R. B. (1997). Language planning from practice to theory. Clevedon: Multilingual Matters.
183. Keet, A. & Carrim, N. (2006). Human rights education and curricular reform in South Africa. Journal of Social Science Education, HREG.org online Human Rights Education Library, n. p.
184. Kendrick, M. & Jones, S. (2008). Girls' visual representations of literacy and identity in a rural Ugandan community. Canadian Journal of Education, 31(2), 371-404.
185. Klein, N. (2000). No logo: Taking aim at brand bullies. Toronto: Knopf.
186. Klein, N. (2008). The shock doctrine. New York: Henry Holt.
187. Kramsch, C. (Ed.). (2003). Language acquisition and language socialisation: Ecological perspectives. New York: Continuum.
188. Kress, G. & Van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
189. Kumaravadivelu. B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
190. Lafon, M. & Webb, V. (Eds.). (2008). Standardisation of African Languages - Language social realities. Institute Francais d'Afrique du Sud, Johannsburg.
191. Leahy, W., Cooper, G., & Sweller, J. (2004). Interactivity and the constraints of cognitive load theory. In A. Peacock & A. Cleghorn (Eds.), Missing the meaning: The development and use of print and non-print text materials in diverse school settings (pp. 89-104). New York: Palgrave.
192. Le Grange, L. (2004). (South) African (a) philosophy of education: A reply to Higgs and Parker. Journal of Education, 34, 144-154.
193. Le Grange, L. (2011). The philosophy of Ubuntu and education in South Africa. In W. Veugelers (Ed.), Education and humanism: Linking autonomy and humanity (pp. 67-78) Rotterdam: Sense Publishers.
194. Le Vine, R. A. (2003). Childhood socialization: Comparative studies of parenting, learning, and educational change. Hong Kong: Comparative Education Research Centre, University of Hong Kong.
195. Le Vine, R. A., Dixon, S., Le Vine, S., Richman, A., Leiderman, P. H., Keefer, C. H., & Brazelton, T. B. (1994). Child care and culture: Lessons from Africa. Cambridge: University Press.
196. Levy, R. (2008). 'Third spaces' are interesting places: Applying third space theory to nursery aged children's constructions of themselves as readers. Journal of Early Childhood Literacy, 8(1), 43-66.
197. Lewin, K., Samuel, M., & Sayed, Y. (Eds.). (2002). Changing patterns of teacher education in South Africa: Policy, practice and prospects. Sandown: Heinemann Publishers.
198. Lilly, M. (1982). Language policy and oppression in South Africa. Cultural Survival, 6(1), n. p.
199. Lipman, M. (2003). Thinking in education. New York: Cambridge University Press.
200. Low, S. M. & Lawrence-Zuniga, D. (Eds). (2003). The anthropology of space and place. New York: Blackwell.
201. Mabovula, N. N. (2011). The erosion of African communal values: A reappraisal of the African Ubuntu philosophy. Walter Sisulu University, Inkanyiso, 3(1), 38-47.
202. Mahlalela-Thusi, B. & Heugh, K. (2002). Unravelling some of the historical threads of mother-tongue development and use during the first period of Bantu Education (1955-1975). Perspectives in Education, 20(1), 241-257.
203. Makinde, M. A. (1988). African philosophy, culture and traditional medicine. Athens, OH: Ohio University Press.
204. Martin, K. (2004). Multilingualism in South Africa: The role of mother tongues in achieving social equity. From http://www.stanford.edu/~jbaugh/saw/Kahdeidra-Multilingualism.html, accessed on 6 April.
205. Martin-Jones, M., Kroon, S., & Kurvers, J. (2011). Editorial, Special Issue. Multilingual literacies in the global south: Language policy, literacy learning and use. Compare: A Journal of Comparative and International Education, 41(2), 157-164.
206. MBV Consulting Group (2001). South Africa "phrased" A quick reference guide to South Africa's official languages. Stellenbosch.
207. McAndrew, M. (2003). Immigration et diversité à l'école: Le débat Québécois dans une perspective comparative. Montréal, QC: La Presse de l'Université de Montréal.
208. McAndrew, M. (2010). Les majorités fragiles et l'éducation. Montréal, QC: Les Presses de l'Université de Montréal.
209. McEneaney, E. H. (2004). The global and the local in the construction of school science: The case of Canada. In A. Peacock and A. Cleghorn, Missing the meaning: The development and use of print and non-print text materials in diverse school settings (pp. 13-32). New York: Palgrave.
210. McGregor, J. (2004). Space, power and the classroom. Forum, 46(1), 13-18.
211. McGrew, A. G. (2000). Global transformation reader: An introduction to the globalisation debate. Oxford: Polity Press.
212. McGrew, A. G., & Lewis, P. G. (1992). Global politics: Globalisation and the nation state. Cambridge: Polity Press.
213. McKay, S. L. (2010). English as an international language. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 89-115). Bristol & Toronto: Multilingual Matters.
214. McKinney, C. (2005). Textbooks for diverse learners: A critical analysis of learning materials used in South African schools. HRSC research monograph. Cape Town, South Africa.
215. McLaren, P. (1995). Critical pedagogy and predatory culture. New York: Routledge.
216. Merritt, M., Cleghorn, A. & Abagi, O. (1988). Dual translation and cultural congruence: Some exemplary practices of Kenyan primary school teachers. In K. Ferrera, B. Brown, K. Walters, & J. Baugh (Eds.), Linguistic change and contact. Texas Linguistic Forum, Volume 30 (pp. 232-239). Austen, TX: University of Texas.
217. Merritt, M., Cleghorn, A., Abagi, O., & Bunyi, G. (1992). Socialising multilingualism: Determinants of code-switching in Kenyan primary classrooms. Journal of Multilingual and Multicultural Development, 13(1&2), 103-121.
218. Mesthrie, R. (1995). Language and social history: Studies in South African sociolinguistics. Claremont, South Africa: David Phillip Publisher.
219. Mesthrie, R. (Ed.). (2002). Language in South Africa. Cambridge: Cambridge University Press.
220. Mesthrie, R. (2010). South African Languages - A socio-historical perspective. Phrase book in 11 official languages. Johannesburg: Hello South Africa" Publishing.
221. Mitchell, C. (2008). Taking the picture, changing the picture. Visual methodologies in educational research in South Africa. South African Journal of Educational Research, 28(3), 365-383.
222. Mkhabela, N. Q. & Luthuli, P. C. (1997). Towards an African philosophy of education. Pretoria: Kagiso Tertiary.
223. Moodley, S. (2007). SA history online, www.sahistory.org.za/people/strinivasa-strini-moodley.
224. Moss, P. (2005). Making the narrative of quality stutter. Early Childhood Education and Development, 16(4), 405-420.
225. Motala, S., Dieltiens, V., Carrim, N., Kgobe, P., Moyo, G., & Rembe, S. (2007). Educational access in South Africa: Country analytic report. Consortium for Research on Educational Access. Transitions and Equity (CREATE), University of Witwatersrand Education Policy Unit. Johannesburg.
226. Msila, V. (2007). From apartheid education to the revised national curriculum statement: Pedagogy for identity formation and nation building in South Africa. Nordic Journal of African Studies, 16(2), 146-160.
227. Muller, C. F. J. (Ed.). (1969). Five hundred years: A history of South Africa. Pretoria: Academica.
228. Muller, J., Cloete, N., & Badat, S. (2001). Challenges of globalisation: South African debate with Manuel Castells. Johannesburg: Pearson.
229. Munsamy, S. S. (2005). Sunrise to sunset 1860-1911:A history of the contributions of indentured and free Indians to the economy of South Africa. Sandton: Afro-Asian Publications (SA).
230. Murphy, P. K. & Holleran, T. (2004). Do virtual environments lead to virtual learning? In A. Peacock & A. Cleghorn, (Eds.), Missing the meaning: The development and use of print and non-print text materials in diverse school settings (pp. 133-144). New York: Palgrave.
231. Naicker, S. & Balfour, R. J. (2009). Policy and strategies for ESL pedagogy in multilingual classrooms: The Classroom Talk Programme. The Language Learning Journal, 37(3), 339-358.
232. Nakashima, D. & Roué, M. (2002). Indigenous knowledge, peoples and sustainable practice. In P. Timmerman (Ed.), Social and economic dimensions of global environmental change, Encyclopedia of global and environmental change, Volume 5 (pp. 314-324). Chichester: Wiley & Sons.
233. Naone, C. K. & Au, K. (2010). Culture as framework versus ingredient in early childhood education: A native Hawaiian perspective. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives on language and cultural diversity in early childhood Education (pp. 147-166). Charlotte, NC: Information Age Publishers.
234. Naseem, A. M. (2012). Personal communication January 2.
235. Ndofirepi, A. P. (2011). Philosophy for children: The quest for an African perspective. South African Journal of Education, 31, 246-252.
236. Ngugi wa Thiong'o. (1993). Decolonising the mind: The politics of language in African literature. Nairobi: Heinemann.
237. Nomlomo, V. (2010). Parents' choice of the medium of instruction in Science: A case study of one primary school in the Western Cape, South Africa. In B. Brock-Utne, S. Desai, M. A. S. Qorro, & A. Oitman (Eds.), Language of instruction in Tanzania and South Africa: Highlights from a project. (pp. 189-206). Rotterdam: Sense Publishers.
238. Norris, S. P. & Phillips, L. M. (1990). Foundations of literacy policy in Canada. Calgary: Detselig.
239. Nsamenang, A. B. (2007). A critical peek at early childhood care and education in Africa. Child Health and Education, 1(1), 1-12.
240. Nsamenang, A. B. (2006). Cultures in early childhood care and education. Background paper prepared for Education for ALL: Strong foundations: Early childhood, care and education. Paris: UNESCO.
241. Nsamenang, B. (2004). Cultures of human development and education: Challenge to growing up in Africa. New York: Nova.
242. Odora-Hoppers, C. A. (2002). Indigenous knowledge and the integration of knowledge systems: Towards a philosophy of articulation. Claremont, South Africa: New Africa Books.
243. Oliver, R. (2009). The problem of the Bantu expansion. The Journal of African History, 7(3), 361, doi:10.1017/S0021853700006472. JSTOR 180108.
244. Owen-Smith, M. (2010). New ideas needed on how language is used in schools. Sowetan Newspaper, 18 February.
245. Owino, F. R. (2002). Conquering the conquerer: The empowerment of African languages casts a shadow over English in Africa. Perspectives in Education, 20(1), 197-212.
246. Pakenham, T. (1991). The scramble for Africa 1876-1912. Johannesburg: Jonathan Ball Publishers.
247. Parker, B. (2003). Back on the chain gang: Some difficulties in developing a (South) African philosophy of education. Journal of Education, 30, 23-40.
248. Pavlenko, A. & Blackledge, A. (Eds.). (2004). Negotiation of identities in multilingual contexts. Toronto, ON: Multilingual Matters.
249. Peacock, A. & Cleghorn, A. (Eds.). (2004). Missing the meaning: The development and use of print and non-print text materials in diverse school settings. New York: Palgrave.
250. Peacock, A. & Miller, K. (2004). What changes need to be made in teacher education programs so that teachers can use text materials effectively? In A. Peacock & A. Cleghorn (Eds.), Missing the meaning: The development and use of print and non-print text materials in diverse school settings (pp. 213-222). New York: Palgrave.
251. Peacock, A., Cleghorn, A., & Mikkila-Erdmann, M. (2004). Introduction to section three: How can text and other learning materials be better matched to the preconceptions, expectations and inclinations of learners and teachers? In A. Peacock & A. Cleghorn (Eds.), Missing the meaning: The development and use of print and non-print text materials in diverse school settings (pp. 181-196). New York: Palgrave.
252. Pendlebury, S. (1998). Transforming teacher education in South Africa: A space-time perspective. Cambridge Journal of Education, 28(3), 332-350.
253. Penn, H. (2011a). Quality in early childhood service: An international perspective. Berkshire, UK: Open University Press.
254. Penn, H. (2011b). Travelling policies and global buzzwords: How international non-governmental organisations and charities spread the word about early childhood in the global South. Childhood, 18(1), 94-113.
255. Phillipson, R. (Ed.). (2000). Rights to language: Equity, power and education. Mahwah: NJ: Laurence Erlbaum.
256. Pink, S. (2007). Doing visual ethnography: Images, media and representation in research. London: Sage.
257. Plüddeman, P. (2002). Action and reflection: Dual-medium primary schooling as language policy realization. Perspectives in Education, 20(1), 47-64.
258. Probyn, M. (2009). 'Smuggling the vernacular into the classroom': Conflicts and tensions in classroom code switching in township/rural schools in South Africa. International Journal of Bilingual Education and Bilingualism, 12(2), 123-136.
259. Probyn, M. J. (2010). Teachers' voices: Teachers' reflections on learning and teaching through the medium of English as a second language. International Journal of Bilingual Education and Bilingualism, 4(4), 249-266.
260. Programme for International Student Assessment (PISA). OECD, Paris, France.
261. Prophet, R. B. & Rowell, P. M. (1993). Coping and control: Science teaching strategies in Botswana. International Journal of Qualitative Studies in Education, 6(3), 197-209.
262. Purcell-Gates, V. (Ed.). (2007a). Cultural practices of literacy: Case studies of language, literacy, social practice and power. New York: Routledge.
263. Purcell-Gates, V. (Ed.). (2007b). Cultural practices of literacy: Complicating the complex. Mahwah, NJ: Lawrence Erlbaum.
264. Ramanathan, V. (2005). The English-vernacular divide: Postcolonial language politics and practice. Clevedon, Avon, UK: Multilingual Matters.
265. Republic of South Africa (1995). White paper No. 1 on Education and Training. Pretoria: Department of Education.
266. Republic of South Africa. (1996a). Constitution of South Africa.
267. Republic of South Africa. (1996b). National Policy Education Act.
268. Republic of South Africa. (1996c). South African Schools Act of 1996. Government Printer.
269. Republic of South Africa, Department of Education. (1997a). Interim policy for early childhood development.
270. Republic of South Africa, Department of Education. (1997b). Language in education policy.
271. Republic of South Africa, Department of National Education. (1998). Government Gazette, No. 19640 Assessment Policy in General Education and Training Band (grade R-9 and ABET). Government Printers.
272. Republic of South Africa. (2000). Norms and standards for educators. Government Gazette, 41, No. 20844. Pretoria: Government Printer.
273. Republic of South Africa. (2001). Education white paper 5 on early childhood education: Meeting the challenge of early childhood development in South Africa. Pretoria.
274. Republic of South Africa. Department of Education. (2003). Revised National Curriculum Statement Grades R-9, Teachers' Guide for the Development of Learning Programmes (Languages). Pretoria: Department of Education.
275. Republic of South Africa. (2005). National Curriculum Statement. Pretoria: Department of Education.
276. Republic of South Africa, Department of Education. (2008). Revised national curriculum statement, Grades R-9 (Schools).
277. Republic of South Africa. (2010a). Yearbook 2010/11, 18th edition. Government Communication and Information System.
278. Republic of South Africa. (2010b). The status of the language of learning and teaching in South African public schools. Pretoria: Department of Basic Education.
279. Republic of South Africa. (2011a). Department of Basic Education. Annual National Assessments Report.
280. Republic of South Africa. (2011b). Government Gazette, www.gov. za.
281. Roberts-Schweitzer, E., Greaney, V. & Duer, K. (Eds.). (2006). Promoting social cohesion through education: Case studies and tools for using textbooks and curricula. World Bank: WBI Learning Resources Series.
282. Robertson, R. & White, K. M. (2002). Globality and modernity. London: Sage.
283. Rodney, W. (1996). How Africa developed before the coming of the Europeans - Up to fifteenth century. In M. K. Asante & A. S. Abarry (Eds.), African intellectual heritage (pp. 706-720). Philadelphia, PA: Temple University Press.
284. Rodney, W. (1982). How Europe underdeveloped Africa. Washington, DC: Howard University Press.
285. Rodseth, V. (2002). Developing main language instruction: Developments in the Molteno Project - Literacy, language and educator development. Perspectives in Education, 20(1), 79-109.
286. Rollnick, M. (2000). Current issues and perspectives on second language learning of science. Studies in Science Education, 35, 93-122.
287. Rollnick, M. & Manyatsi, S. (1997). Language, culture or disadvantage: What is at the heart of student adjustment to tertiary chemistry? In Proceedings of the 5th Annual Meeting of the Southern African Association for Research in Mathematics and Science Education (SAARMSE) Johannesburg (pp. 176-180).
288. Ross, R. (2008). A concise history of South Africa, 2nd edition. Cape Town: Cambridge University Press.
289. Rubagumya, C. M. (Ed.). (1994). Teaching and researching language in African classrooms. Clevedon: Multilingual Matters.
290. Saracho, O. N. & Spodek, B. (Eds.). (2010). Contemporary perspectives on language and cultural diversity in early childhood education. Charlotte, NC: Information Age Publishers.
291. Sayed, Y. (2002). Democratising education in a decentralised system: South Africa policy and practice. Compare, 32, 35-46.
292. Sayed, Y., Subrahmanian, R., Soudien, C., & Carrim, N. (2007). Educational exclusion and inclusion: Policy and implementation in South Africa and India. London, UK: DFID.
293. Scholte, J. A. (2000). Globalisation. A critical introduction. London: Palgrave.
294. Serpell, R. (1993). The significance of schooling: Life-journeys in an African society. Cambridge, UK: Cambridge University Press.
295. Setati, M. & Adler, J. (2000). Between languages and discourses: Language practices in primary multilingual classrooms in South Africa. Educational Studies in Mathematics, 43(3), 243-269.
296. Shizha, E. (2006). Legitimising indigenous knowledge in Zimbabwe: A theoretical analysis of postcolonial school knowledge and its colonial legacy. Journal of Contemporary Issues in Education, 1, 20-35.
297. Shizha, E. (2005). Reclaiming our memories: The education dilemma in postcolonial African school curricula. In A. Abdi & A. Cleghorn (Eds.), Issues in African education: Sociological perspectives. (pp. 65-84). New York: Palgrave MacMillan.
298. Shumba, O. (1999). Critically interrogating the rationality of Western science vis-à-vis scientific literacy in non-Western developing countries. ZAMBEZIA, 26(1), 55-75.
299. Silva, P., Dore, W., Mantzel, D., Muller, C., & Wright, M. (1996). A dictionary of South African English on historical principles. New York: Oxford University Press.
300. Smith, M. K. & Smith, M. (2002). "Globalisation" - The encyclopedia of informal education. Retrieved from www.infed.org/biblio/globalisation.htm.
301. Soderman, A. K. & Farrell, P. (2008). Creating literacy-rich preschools and kindergartens. New York: Pearson, Allyn & Bacon.
302. Soja, E. W. (1996) Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Malden, MA: Blackwell.
303. Soudien, C. & Chisholm. L. (2004). Constituting the class: An analysis of the process of 'integration' in South African schools. In L. Chisholm (Ed.), Changing class: Educational and social change in post-apartheid South Africa (pp. 89-114). Cape Town: HSRC Press.
304. Soudien, C. (2007). Schooling, culture and the making of identity in contemporary South Africa. Cape Town: New Africa Books.
305. South Africa Statistics. (2001, 2003, 2007). http://www.statssa.gov. sa.
306. South African Government Information. (2011). Religious affiliation (2001 Census Data). http://www.info.gov. sa/aboutsa/people.htm, accessed October 18, 2011.
307. Spreen, C. A. (2001). Globalization and educational policy borrowing: Mapping outcomes-based education in South Africa. Doctoral dissertation, Columbia University.
308. Spreen, C. A. & Vally, S. (2006). Education rights, education policies and inequality in South Africa. International Journal of Educational Development, 26(4), 352-362.
309. Statistics Canada. (2006). Immigration in Canada: A portrait of the foreign-born population in 2006 census: Immigrants in the provinces and territories. Quebec: Highest proportion of foreign-born population ever. census-recensement/2006/as-sa/97-557/p10-eng.cfm.
310. Statistics Canada. (2011). Population of census metropolitan areas. http://www40.statcan. gc.ca/l01/cst01/demo05a-eng.htm, accessed October 12, 2011.
311. Statistics South Africa. (2003). Census in brief (No. 03-02-03) Pretoria: Statistics South Africa.
312. Stein, P. (2008). Multimodal pedagogies in diverse classrooms. New York, London: Routledge.
313. Steiner-Khamsi, G. (Ed.). (2004). The global politics of educational borrowing and lending. New York: Teachers College Press.
314. Street, B. V. (2001a). Academic literacies: A critical perspective. Ways of Knowing Journal, 1(1), 19-23.
315. Street, B. V. (Ed.). (2001b). Literacy and development: Ethnographic perspectives. London: Routledge.
316. Street, B. V. (2003). What's new in the New Literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77-91.
317. Street, B. V. (2004). Understanding and defining literacy: Scoping paper for EFA global monitoring report 2006. Unpublished manuscript.
318. Street, B. V. & Hornberger, N. (2008). Encyclopedia of language education, 2nd edition, Vol 2. Literacy. Springer Publications.
319. Stroud, C. (2004). Revisiting reversing language shift: African languages in high modernity. In B. Smieja & K. Bromber (Eds.). Globalisation and African Languages: Risks and Benefit. Trends in Linguistics: Studies & Monographs (pp. 85-102). Frankfurt: Peter Lang.
320. Stroud, C. (2003). Postmodernist perspectives on local languages: African mother-tongue education in times of globalisation. International Journal of Bilingual Education and Bilingualism, 6(1), 17-34.
321. Stroud, C. (2002). Towards a policy for bilingual education in developing countries. Education Division Documents No. 10. Stockholm: Sida.
322. Stroud, C. & Heugh, K. (2004). Linguistic human rights and linguistic citizenship. In D. Patrick & J. Freeland (Eds.), Language rights and language survival: A sociolinguistic exploration (pp. 191-218). Manchester: St Jerome.
323. Swain, M. & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274.
324. Terreblanche, S. (2003). A history of inequality in South Africa, 1652-2002. University of Natal Press.
325. Thompson, L. (2001). A history of South Africa. Third edition. New York: Yale University Press.
326. Tollefson, J. W. (1991). Planning language, planning inequality: Language policy in the community. London: Longman.
327. Tollefson, J. W. & Tsui, A. B. M. (Eds.). (2004). Medium of instruction policies: Which agenda? Whose agenda? Mahwah, NJ: Lawrence Erlbaum.
328. Triandis, H. (1995). Individualism and collectivism. Boulder, CO: Westview Press.
329. Trifonas, P. (Ed.). Pedagogies of difference: Rethinking education for social change. London: Routledge.
330. Trueba, H., Guthrie, G. P., & Au, H.-P. K. (1981). Culture and the bilingual classroom. Rowley, MA: Newbury House.
331. Tuan, Y. (1977). Space and place: The perspective of experience. Minneapolis, MN: University of Minnesota Press.
332. Tufte, E. R. (1997). Visual explanations, images and quantities: Evidence and narrative. Cheshire, CT: Graphics Press.
333. UNESCO. (2000). Education for All. Global Monitoring Report.
334. UNESCO. (2001). Universal Declaration on Cultural Diversity.
335. UNESCO. (2005). Convention on the Protection and Promotion of the Diversity of Cultural Expression.
336. UNESCO. (2006). Global Monitoring Report: Literacy for Life.
337. UNESCO. (2010). World Report on Cultural Diversity. Child Rights.
338. UNICEF. (2011). Traditional Knowledge Bulletin.
339. Uys, M., Van Der Walt, J., Van Den Berg, R., & Botha, S. (2007). English medium of instruction: A situation analysis. South African Journal of Education, 27, 69-82.
340. Valencia, R. R. (Ed.). (1997). The evolution of deficit thinking: Educational thought and practice. London: Falmer.
341. Van Der Walt, C., Evans, R., & Kilfoil, W. R. (2009). Learn 2 teach: English language teaching in a multilingual context. 4th edition. Pretoria: J. L. Van Schaik Publishers.
342. Vansina, J. (1995). New linguistic evidence and 'The Bantu Expansion'. The Journal of African History, 36, 173-195.
343. Van Der Horst, H. & McDonald, R. (1997). Outcomes-based education: Theory and practice. Centurion: Kagiso Publishers.
344. Vandeyar, S. & Killen, R., (2006). Teacher-student interactions in desegregated classrooms in South Africa. International Journal of Educational Development, 26(4), 382-393.
345. Venter, E. (2004). The notion of Ubuntu and communalism in African educational discourse. Studies in Philosophy and Education, 23, 149-160.
346. Vermeulen, L. M. (2000). Language and education: An educational and linguistic reappraisal of mother tongue instruction. Journal of Education and Training, 21(1), 12-25.
347. Veugelers, W. (2011). Education and humanism: Linking autonomy and humanity. Rotterdam: Sense Publishers.
348. Waghid, Y. (2004a). African philosophy of education: Implications for teaching and learning. South African Journal of Higher Education, 18, 56-64.
349. Waghid, Y. (2004b). Revisiting the African-Africana philosophy of education debate: Implications for university teaching. Journal of Education, 34, 127-143.
350. Waghid, Y., Van Wyk, B., Adams, F., & November, I. (Eds.). (2005). African (a) philosophy of education: Reconstructions and deconstructions. Stellenbosch: Stellenbosch University Press.
351. Waldrip, B. G. & Taylor, P. C. (1999). Permeability of students' worldviews to their school views in a non-Western developing country. Journal of Research in Science Teaching, 36(3), 289-304.
352. Walpole, S. & Smolkin, L. (2004) Teaching the page: Teaching learners to read complex science text. In A. Peacock & A. Cleghorn, (Eds.), Missing the meaning: The development and use of print and nonprint text materials in diverse school settings (pp. 197-212). New York: Palgrave.
353. Webb, V. N. (2004). African languages as media of instruction in South Africa: Stating the case. Language Problems and Language Planning, 28, 147-173.
354. Webb, V. N. (2002). Language policy development in post-apartheid South Africa. In J. W. Tollefson & A. B. M. Tsui (Eds.), Medium of instruction policies: Which agenda? Whose agenda? (pp. 217-240). Mawah, NJ: Lawrence Erlbaum.
355. Welsh, F. (2000). A history of South Africa. London: Harper Collins Publishers.
356. Werner, W. (1991). Curriculum and uncertainty. In R. Ghosh & D. Ray (Eds.), Social change and education in Canada (pp. 105-115). Toronto: Harcourt Brace Jovanovich.
357. Wileman, R. (1993). Visual communicating. Englewood Cliffs, NJ: Educational Technology Publications.
358. Wong-Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346.
359. World Bank. (1997). Africa Region Report #97.
360. Wright, M. (2001). More than just chanting: Multilingual literacies, ideology and teaching methodologies in rural Eritrea. In B. Street (Ed.), Literacy and development: Ethnographic perspectives (pp. 61-77). London: Routledge.
361. Wynne, B. (1992). Classroom ideas for antiracism through science in primary education. In A. Peacock (Ed.), Science in primary schools: The multicultural dimension (pp. 11-27). London: Routledge.
362. Wynne, B. (1988). Unruly technology: Practical rules, impractical discourses and public understanding. Social Studies of Science, 18(1), 147-167.
363. http://countrystudies.us/south-africa/48.htm, retrieved on 2 January 2012.
364. http://www.mongabay.com/history/south-africa/south-africa-the-mineral-revolution-industrialization-and-imperialism-1870-1910.html, retrieved on 2 January 2012.
365. http://africanlanguages.com/south-africa/statistics.html, retrieved on 2 January 2012.
366. http://en.wikipedia.org/wiki/South-Africa, retrieved on 7 November 2011.
367. http://www.sahistory.org.za/, retrieved on 2 January 2012.