Jonathan D. Jansen – författare

This book tells the story of white South African students—how they remember and enact an Apartheid past they were never part of. How is it that young Afrikaners, born at the time of Mandela's release from prison, hold firm views about a past they never lived, rigid ideas about black people, and fatalistic thoughts about the future? Jonathan Jansen, the first black dean of education at the historically white University of Pretoria, was dogged by this question during his tenure, and Knowledge in the Blood seeks to answer it. Jansen offers an intimate look at the effects of social and political change after Apartheid as white students first experience learning and living alongside black students. He reveals the novel role pedagogical interventions played in confronting the past, as well as critical theory's limits in dealing with conflict in a world where formerly clear-cut notions of victims and perpetrators are blurred. While Jansen originally set out simply to convey a story of how white students changed under the leadership of a diverse group of senior academics, Knowledge in the Blood ultimately became an unexpected account of how these students in turn changed him. The impact of this book's unique, wide-ranging insights in dealing with racial and ethnic divisions will be felt far beyond the borders of South Africa.

This book tells the story of white South African students—how they remember and enact an Apartheid past they were never part of. How is it that young Afrikaners, born at the time of Mandela's release from prison, hold firm views about a past they never lived, rigid ideas about black people, and fatalistic thoughts about the future? Jonathan Jansen, the first black dean of education at the historically white University of Pretoria, was dogged by this question during his tenure, and Knowledge in the Blood seeks to answer it. Jansen offers an intimate look at the effects of social and political change after Apartheid as white students first experience learning and living alongside black students. He reveals the novel role pedagogical interventions played in confronting the past, as well as critical theory's limits in dealing with conflict in a world where formerly clear-cut notions of victims and perpetrators are blurred. While Jansen originally set out simply to convey a story of how white students changed under the leadership of a diverse group of senior academics, Knowledge in the Blood ultimately became an unexpected account of how these students in turn changed him. The impact of this book's unique, wide-ranging insights in dealing with racial and ethnic divisions will be felt far beyond the borders of South Africa.

In 2015, students at the University of Cape Town used the slogan #RhodesMustFall to demand that a monument of Cecil John Rhodes, the empire builder of British South Africa, be removed from the university campus. Soon students at Oxford University called for the removal of a statue of Rhodes from Oriel College. The radical idea of decolonization at the forefront of these student protests continues to be a key element in South African educational institutions as well as those in Europe and North America. This book explores the uptake of decolonization in the institutional curriculum, given the political demands for decolonization on South African campuses, and the generally positive reception of the idea by university leaders. Based on interviews with more than two hundred academic teachers at ten universities, this is an innovative account of how institutions have engaged with, subverted, and transformed the decolonization movement since #RhodesMustFall.

In 2015, students at the University of Cape Town used the slogan #RhodesMustFall to demand that a monument of Cecil John Rhodes, the empire builder of British South Africa, be removed from the university campus. Soon students at Oxford University called for the removal of a statue of Rhodes from Oriel College. The radical idea of decolonization at the forefront of these student protests continues to be a key element in South African educational institutions as well as those in Europe and North America. This book explores the uptake of decolonization in the institutional curriculum, given the political demands for decolonization on South African campuses, and the generally positive reception of the idea by university leaders. Based on interviews with more than two hundred academic teachers at ten universities, this is an innovative account of how institutions have engaged with, subverted, and transformed the decolonization movement since #RhodesMustFall.

In this collection of case studies and stories from the field, South African scholars come together to trade stories on how to decolonise the universityShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa's struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the best minds in curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting?The book combines strong conceptual analyses with novel case studies of attempts to 'do decolonisation' in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.

Troubling Images explores how art and visual culture helped to secure hegemonic claims to the nation-state via the construction of a unified Afrikaner imaginaryEmerging in the late nineteenth century and gaining currency in the 1930s and 1940s, Afrikaner nationalist fervour underpinned the establishment of white Afrikaner political and cultural domination during South Africa's apartheid years. Focusing on manifestations of Afrikaner nationalism in paintings, sculptures, monuments, buildings, cartoons, photographs, illustrations and exhibitions, Troubling Images offers a critical account of the role of art and visual culture in the construction of a unified Afrikaner imaginary, which helped secure hegemonic claims to the nation-state. This insightful volume examines the implications of metaphors and styles deployed in visual culture, and considers how the design, production, collecting and commissioning of objects, images and architecture were informed by Afrikaner nationalist imperatives and ideals. While some chapters focus only on instances of adherence to Afrikaner nationalism, others consider articulations of dissent and criticism.By 'troubling' these images: looking at them, teasing out their meanings, and connecting them to a political and social project that still has a major impact on the present moment, the authors engage with the ways in which an Afrikaner nationalist inheritance is understood and negotiated in contemporary South Africa. They examine the management of its material effects in contemporary art, in archives, the commemorative landscape and the built environment. Troubling Images adds to current debates about the histories and ideological underpinnings of nationalism and is particularly relevant in the current context of globalism and diaspora, resurgent nationalisms and calls for decolonisation.

Troubling Images explores how art and visual culture helped to secure hegemonic claims to the nation-state via the construction of a unified Afrikaner imaginaryEmerging in the late nineteenth century and gaining currency in the 1930s and 1940s, Afrikaner nationalist fervour underpinned the establishment of white Afrikaner political and cultural domination during South Africa's apartheid years. Focusing on manifestations of Afrikaner nationalism in paintings, sculptures, monuments, buildings, cartoons, photographs, illustrations and exhibitions, Troubling Images offers a critical account of the role of art and visual culture in the construction of a unified Afrikaner imaginary, which helped secure hegemonic claims to the nation-state. This insightful volume examines the implications of metaphors and styles deployed in visual culture, and considers how the design, production, collecting and commissioning of objects, images and architecture were informed by Afrikaner nationalist imperatives and ideals. While some chapters focus only on instances of adherence to Afrikaner nationalism, others consider articulations of dissent and criticism.By 'troubling' these images: looking at them, teasing out their meanings, and connecting them to a political and social project that still has a major impact on the present moment, the authors engage with the ways in which an Afrikaner nationalist inheritance is understood and negotiated in contemporary South Africa. They examine the management of its material effects in contemporary art, in archives, the commemorative landscape and the built environment. Troubling Images adds to current debates about the histories and ideological underpinnings of nationalism and is particularly relevant in the current context of globalism and diaspora, resurgent nationalisms and calls for decolonisation.

In South African higher education, the images of dysfunction are everywhere. Student protests. Violence. Police presence. Rubber or real bullets. Class disruptions. Burning tyres. Damaged buildings. Injury and sometimes death. Reports of wholesale corruption. Year after year, often in the same set of universities; the problem of routine instability seems insoluble.The financial, academic and reputational costs of ongoing dysfunction are high, especially for those universities caught-up in the never-ending struggle to overcome apartheid legacies. Any number of explanations have been ventured, including a lack of resources, shortage of capacity, rural location, corrupt officials, and endemic conflict. Corrupted takes a deeper look at dysfunction in an attempt to unravel the root causes in a sample of South African universities.At the heart of the problem lies the vexed issue of resources or, more pertinently, the relationship between resources and power: who gets what, and why? Whatever else it aspires to be—commonly, a place of teaching, learning, research and public duty—a university in an impoverished community is also a rich concentration of resources around which corrupt staff, students and those outside of campus all vie for access.Taking a political economic approach, Jonathan Jansen describes the daily struggle for institutional resources and offers accessible, sensible insights. He argues that the problem won't be solved through investments in 'capacity building' alone because the combination of institutional capacity and institutional integrity contributes to serial instability in universities. Rather, durable solutions would include the depoliticisation of university councils and appointments of academics with integrity and capacity to manage and lead these fragile institutions.This groundbreaking and long overdue study will offer a promising way forward for universities to better serve their communities and the country more broadly.

In South African higher education, the images of dysfunction are everywhere. Student protests. Violence. Police presence. Rubber or real bullets. Class disruptions. Burning tyres. Damaged buildings. Injury and sometimes death. Reports of wholesale corruption. Year after year, often in the same set of universities; the problem of routine instability seems insoluble.The financial, academic and reputational costs of ongoing dysfunction are high, especially for those universities caught-up in the never-ending struggle to overcome apartheid legacies. Any number of explanations have been ventured, including a lack of resources, shortage of capacity, rural location, corrupt officials, and endemic conflict. Corrupted takes a deeper look at dysfunction in an attempt to unravel the root causes in a sample of South African universities.At the heart of the problem lies the vexed issue of resources or, more pertinently, the relationship between resources and power: who gets what, and why? Whatever else it aspires to be—commonly, a place of teaching, learning, research and public duty—a university in an impoverished community is also a rich concentration of resources around which corrupt staff, students and those outside of campus all vie for access.Taking a political economic approach, Jonathan Jansen describes the daily struggle for institutional resources and offers accessible, sensible insights. He argues that the problem won't be solved through investments in 'capacity building' alone because the combination of institutional capacity and institutional integrity contributes to serial instability in universities. Rather, durable solutions would include the depoliticisation of university councils and appointments of academics with integrity and capacity to manage and lead these fragile institutions.This groundbreaking and long overdue study will offer a promising way forward for universities to better serve their communities and the country more broadly.

A celebration of Steve Biko's legacy of freedomSteve Biko, the founder of the Black Consciousness philosophy, was killed in prison on 12 September 1977. Biko was only thirty years old, but his ideas and political activities changed the course of South African history and helped hasten the end of apartheid. The year 2007 saw the thirtieth anniversary of Biko's death. To mark the occasion, the then Minister of Science and Technology, Dr Mosibudi Mangena, commissioned Chris van Wyk to compile an anthology of essays as a tribute to the great South African son. Among the contributors are Minister Mangena himself, ex-President Thabo Mbeki, writer Darryl Accone, journalists Lizeka Mda and Bokwe Mafuna, academics Jonathan Jansen, Mandla Seleoane and Saths Cooper, a friend of Biko's and former president of Azapo. We Write What We Like proudly echoes the title of Biko's seminal work, I Write What I Like. It is a gift to a new generation which enjoys freedom, from one that was there when this freedom was being fought for. And it celebrates the man whose legacy is the freedom to think and say and write what we like.

This volume brings together many of South Africa’s leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change.

This volume brings together many of South Africa’s leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change.

This book explores the layered experiences of Black African faculty members at the 26 public universities in South Africa. The book will be valuable to scholars, policymakers, and practitioners interested in understanding the evolving landscape of xenophobia, tertiary education, and immigration in South Africa.