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Books on the topic 'Music in education – South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Hugo, Elsbeth. Effective music education in South Africa. Pretoria: Human Sciences Research Council, 1993.

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2

Hauptfleisch, Sarita. Effective music education in South Africa. Pretoria: Human Sciences Research Council, 1993.

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3

Oehrle, Elizabeth. A new direction for South African music education: A creative introduction to African, Indian, and Western musics. 2nd ed. Pietermaritzburg: Shuter & Shooter, 1988.

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4

International Society for Music Education. World Conference. Ubuntu: Music education for a humane society ; conference proceedings of the 23rd World Conference of the International Society for Music Education held in Pretoria, South Africa. Pretoria, SA: UNISA, 1998.

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5

Australia. National Office of Overseas Skills Recognition. South Africa: A comparative study. Canberra: Australian Government Publishing Service, 1993.

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6

Paola, Roberta James. South Africa. Washington, DC: American Association of Collegiate Registrars and Admissions Officers, 1998.

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7

Muller, Carol Ann. Focus: Music of South Africa. 2nd ed. New York: Routledge, 2008.

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8

South Africa is my best world: The voices of child citizens in a democratic South Africa. New York: Peter Lang, 2010.

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9

Joubert, H. J. The law of education in South Africa. 2nd ed. Pretoria: Van Schaik Publishers, 2008.

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10

Koopman, Oscar. Science Education and Curriculum in South Africa. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40766-1.

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11

Morrow, Sean. Nongovernmental organizations and education in South Africa. Washington, D.C.]: Human Sciences Research Council, Education Policy Research Program, 2003.

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12

Joubert, Ina. South Africa is my best world: The voices of child citizens in a democratic South Africa. New York: Peter Lang, 2010.

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13

Johnson, David, 1962 May 20-. Shakespeare and South Africa. Oxford: Clarendon Press, 1996.

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14

Focus on music of South Africa. 2nd ed. New York: Routledge, 2008.

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15

Pillay, P. N. Reassessing strategies for financing education in South Africa. [Cape Town]: Centre for African Studies, University of Cape Town, 1988.

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16

Jørgensen, Kenneth Mølbjerg, and Vitallis Chikoko. Education leadership, management and governance in South Africa. Hauppauge, N.Y: Nova Science Publisher's, Inc., 2011.

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17

1939-, Bunting Ian, Centre for Higher Education Transformation, and Council on Higher Education (South Africa), eds. Higher education transformation: Assessing performance in South Africa. [Cape Town]: Centre for Higher Education Transformation, 2000.

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18

Smith, William J. Supporting education management in South Africa : international perspectives. Montréal: Canada-South Africa Education Management Program, 1997.

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19

Siyazama: Art, AIDS, and education in South Africa. Scottsville, South Africa: University of KwaZulu-Natal Press, 2012.

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20

Human Sciences Research Council. Education, Science and Skills Development Research Programme., ed. Teacher education and institutional change in South Africa. Cape Town: HSRC Press, 2008.

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21

Makoelle, Tsediso Michael, Thabo Makhalemele, and Pierre du Plessis. School Leadership for Democratic Education in South Africa. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367.

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22

Cole, Mary. A policy perspective for quality primary education in South Africa. Halfway House, South Africa: Development Bank of Southern Africa, 1995.

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23

Heugh, Kathleen. The case against bilingual and multilingual education in South Africa. Rondebosch, South Africa: PRAESA, 2000.

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24

Courage and love for children in South Africa. Roselle, IL: Schaumburg Publications, 1993.

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25

Plessis, Theo Du, Lut Teck, and Pol Cuvelier. Multilingualism, education and social integration: Belgium, Europe, South Africa, Southern Africa. Pretoria: Van Schaik, 2003.

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26

Universität Hamburg. Akademie der Weltreligionen, ed. Muslim schools and education in Europe and South Africa. Münster: Waxmann, 2011.

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27

Africa, Margaret. Education in South Africa: Selected findings from Census '96. Pretoria: Statistics South Africa, 2001.

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28

Bennell, Paul. Vocational training in Sub-Saharan Africa: Lessons for post-apartheid South Africa. Johannesburg: Education Policy Unit, University of the Witwatersrand, 1991.

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29

Whiston, Thomas G. Research policy in the higher education sector of South Africa. Pretoria, RSA: Directorate for Science and Technology Policy, Foundation for Research Development, 1994.

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30

Behr, Abraham Leslie. Education in South Africa: Origins, issues, and trends, 1652-1988. Pretoria: Academica, 1988.

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31

Nkabinde, Zandile P. An analysis of educational challenges in the new South Africa. Lanham, Md: University Press of America, 1997.

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32

Chilvers, Garth. History of contemporary music of South Africa. Braamfontein, South Africa: Toga Pub., 1994.

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33

AIDS, politics, and music in South Africa. New York: Cambridge University Press, 2011.

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34

Afro-American music, South Africa, and apartheid. Brooklyn, N.Y: Institute for Studies in American Music, Conservatory of Music, Brooklyn College of the City University of New York, 1988.

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35

S, Levy Michael. Music in South Africa: SAMRO information leaflet. Johannesburg, South Africa: Southern African Music Rights Organisation, 1995.

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36

(Firm), Drumcafé, ed. The Drumcafé's traditional music of South Africa. Johannesburg, South Africa: Jacana, 2005.

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37

Dare, Valerie. Music of South Africa: Rhythms of resistance. Vancouver, BC: Britannia World Music Program, 1996.

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38

Hetta, Potgieter, ed. The transformation of musical arts education: Local and global perspectives from South Africa. [Potchefstroom, South Africa]: North-West University, 2006.

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39

Martin, Denis-Constant. Sounding the Cape: Music, Identity and Politics in South Africa. African Minds, 2013. http://dx.doi.org/10.47622/978-1-920489-82-3.

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For several centuries Cape Town has accommodated a great variety of musical genres which have usually been associated with specific population groups living in and around the city. Musical styles and genres produced in Cape Town have therefore been assigned an ìidentityî which is first and foremost social. This volume tries to question the relationship established between musical styles and genres, and social --in this case pseudo-racial --identities. In Sounding the Cape, Denis-Constant Martin recomposes and examines through the theoretical prism of creolisation the history of music in Cape Town, deploying analytical tools borrowed from the most recent studies of identity configurations. He demonstrates that musical creation in the Mother City, and in South Africa, has always been nurtured by contacts, exchanges and innovations whatever the efforts made by racist powers to separate and divide people according to their origin. Musicians interviewed at the dawn of the 21st century confirm that mixture and blending characterise all Cape Town's musics. They also emphasise the importance of a rhythmic pattern particular to Cape Town, the ghoema beat, whose origins are obviously mixed. The study of music demonstrates that the history of Cape Town, and of South Africa as a whole, undeniably fostered creole societies. Yet, twenty years after the collapse of apartheid, these societies are still divided along lines that combine economic factors and 'racial'categorisations. Martin concludes that, were music given a greater importance in educational and cultural policies, it could contribute to fighting these divisions and promote the notion of a nation that, in spite of the violence of racism and apartheid, has managed to invent a unique common culture.

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40

Board, British Overseas Trade, and Great Britain. Department of Trade and Industry., eds. South Africa: education. (London): DTI, 1988.

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41

Love, Bettina. Hip Hop's Li'l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. Lang Publishing, Incorporated, Peter, 2012.

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42

Love, Bettina. Hip Hop's Li'l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. Lang Publishing, Incorporated, Peter, 2012.

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43

Organisation for Economic Co-operation and Development. and SourceOECD (Online service), eds. South Africa. Paris: OECD, 2008.

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44

Van Der Berg, Servaas, and Heleen Hofmeyr. Education in South Africa. World Bank, Washington, DC, 2018. http://dx.doi.org/10.1596/30017.

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45

Signatory Association. Task Force on Education., ed. Black education in South Africa. Johannesburg: The Association, 1986.

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46

Gari, Donn, and University of Edinburgh. Centre of African Studies., eds. South Africa: Education in transition. Edinburgh: Centre of African Studies, Edinburgh University, 1996.

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47

Kathleen, Heugh, Siegrühn Amanda, Plüddemann Peter, Project for the Study of Alternative Education in South Africa., and National Language Project (South Africa), eds. Multilingual education for South Africa. Johannesburg: Heinemann, 1995.

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48

Cloete, Nico, Johann Mouton, and Charles M. Sheppard. Doctoral Education in South Africa. African Minds, 2015. http://dx.doi.org/10.47622/9781928331001.

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Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book.The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously.

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49

Education Africa Forum: Delivering Africa's Education Renaissance in South Africa. 4th ed. Education Africa, 2000.

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50

Education Africa Forum : Delivering Africa's Education Renaissance in South Africa. Education Africa, 2003.

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