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| Gqibitole, Alice, Ed. | 1 |
| MacLarty, Angus H. | 1 |
| McKenna, Michael C. | 1 |
| Mehl, Deborah | 1 |
| Molnar, Alex | 1 |
| Nala, Nompumelelo, Ed. | 1 |
| Pendlebury, Shirley | 1 |
| Taylor, C. A. | 1 |
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| Practitioners | 5 |
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Taylor, C. A. – 1984
The paper presents a model of curriculum development and applies this model to education of the gifted in the Republic of South Africa. Strategies in curriculum development are classified as center-periphery (in which central authorities develop curriculum to be implemented at the local school level), school based (in which the same individuals…
Descriptors: Curriculum Development, Decentralization, Elementary Secondary Education, Foreign Countries
Gqibitole, Alice, Ed.; Nala, Nompumelelo, Ed. – 1987
This manual represents part of the results of the first curriculum development workshop organized by the World Confederation of Organizations of the Teaching Profession for members of the African Teachers' Association of South Africa. This "train-the-trainers" workshop had the goals of: critical analysis of the prevailing social…
Descriptors: Curriculum Development, Educational Needs, Elementary Secondary Education, Foreign Countries
Peer reviewedMolnar, Alex – Social Science Record, 1985
If South African apartheid is considered a matter of professional as well as personal concern, then there are two clear levels of potential involvement, the professional organization level and the school/classroom level. What educators can do at these two levels is discussed. (RM)
Descriptors: Civil Liberties, Controversial Issues (Course Content), Educational Strategies, Elementary Secondary Education
Peer reviewedMcKenna, Michael C.; MacLarty, Angus H. – Journal of Reading, 1987
Shows that problems in areas like economics, language, culture, teacher training, and social circumstances all affect how secondary school teachers handle reading in content area courses in Black South Africa. (SKC)
Descriptors: African Languages, Blacks, Content Area Reading, Cultural Background
Peer reviewedMehl, Deborah; Pendlebury, Shirley – Journal of Curriculum Studies, 1991
Describes a Critical Language Awareness course developed in South Africa to open the minds of prospective teachers. Discusses how language may coerce people into accepting as given practices that can be changed. Emphasizes the relationship between language and power and the role of textbooks and official language in reinforcing the status quo of…
Descriptors: Apartheid, Critical Thinking, Foreign Countries, Higher Education
