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Choudry, A., and Vally, S. (Eds.) (2020). The university and social justice: Struggles Across the Globe. London/Toronto: Pluto Press/Between The Lines.
Chisholm, L. (2019). Teacher Preparation in South Africa: History, Policy and Future Directions. Emerald Publishing: Bingley UK.
Choudry, A. (Ed.). (2019). Activists and the surveillance state: Learning from repression. London/Toronto: Pluto Press/Between The Lines Press.
Choudry, A., and Vally, S. (Eds.). (2019). History’s schools: Past struggles and present realities. Pietermaritzburg: University of Kwazulu-Natal Press.
Tikly, L. (2019). Education for Sustainable Development in the Postcolonial World: Toward a transformative agenda for Africa. London: Routledge.
Baatjes, B., Baatjes, I., Balwanz, D., Harley, A and Leurquain-Steyn, S. (2018), Learning for Living: Towards a new vision for Post-School Learning in South Africa. Pretoria: HSRC Press.
Choudry, A., and Vally, S. (Eds.). (2018). Reflections on knowledge, learning and social movements: History’s schools. Abingdon, UK and New York: Routledge.
Chisholm, L. (2017). Between Worlds: German Missionaries and The Transition from Mission to Bantu Education. Wits Press: Braamfontein.
Choudry, A., and Smith, A.A. (Eds.). (2016). Unfree labour? Struggles of migrant and immigrant workers in Canada. Oakland, CA.: PM Press.
Choudry, A. (2015). Learning Activism: The Intellectual life of Contemporary Social Movements. Toronto: University of Toronto Press.
Choudry, A. and Hlatshwayo, M. (Eds.). (2015). Just Work? Migrant Workers’ Struggles Today. Pluto Publishers: London.
Vally, S. and Motala, E. (2014), Education, Economy and Society, UNISA Press: Pretoria.
Peer-Reviewed Journal Articles
Robinson, M. and Chisholm, L. (2022) ‘Unpacking the past: the ambivalent legacy of colleges of education,’ Yesterday and Today, July (forthcoming)
Chisholm, L. (2022) ‘Troubling Contexts of Education and Migration in the Democratic Republic of Congo and South Africa’, published online 1 April Compare; https://doi.org/10.1080/03057925.2022.2054776
Chisholm, L. (2022) ‘Migration and Education in Zimbabwe and South Africa’, Social Dynamics, published online 31 March; https://doi.org/10.1080/02533952.2022.2056295
Clarno, A and Vally, S. (accepted – forthcoming 2022) ‘The Context of Education and Struggle: Racial Capitalism and Political Praxis, Ethnic and Racial Studies, Volume 45, Issue 18.
Hlatshwayo ,M. (2021) Social Movements as learning spaces: The case of the defunct Anti-Privatisation Forum in South Africa in Review of African Political economy, https://doi.org/10.1080/03056244.2021.1962838
Hlatshwayo, M. (2021) ‘How is workers’ education responding to the rising precariousness of work? Some international and South African examples’, in Social Dynamics, Routledge , Taylor &Francis Group, RSDY, Number 1991751 Vol 00, ISS 00
Chisholm, L. (2020) ‘Corona, Crisis and Curriculum: History of Health Education in South Africa’, Southern African Review of Education, 26, 1, pp 100-116 (Special Issue on Emergent Educational Imaginaries during the Covid 19 Pandemic)
Black, S., Spreen, C.A. and Vally, S. (2020) “Education, Covid-19 and Care: Social Inequality and Social Relations of Value in South Africa and the United States”, Southern African Review of Education 26 (1), pp 41-61.
Choudry, A. (2020) Reflections on academia, activism and the politics of knowledge and learning, International Journal of Human Rights, 24 (1), 28-45.
Hlatshwayo, M. (2020) “Workers’ education under conditions of precariousness: Re-imagining workers’ education”, The Economic and Labour Relations Review, Volume 31 Issue 1, pp 96-113.
Hlatshwayo, M. (2020) Solidarity during the “Outsourcing Must Fall” Campaign: The role of different players in ending outsourcing in South African universities, Politikon, 47:3, 305-320.
Hlatshwayo, M. (2020) Setbacks and partial victories for community health workers. New Agenda: South African Journal of Social and Economic Policy, 2020(78), pp.48-52.
Onyeonoru, I.P. and Hlatshwayo, M. (2020) An Overview of the Conditions of Workers and the Unions in South Africa and Nigeria. African Sociological review, 24, p.2.
Knutsson, B. (2020) Managing the GAP between rich and poor? Biopolitics and (ab)normalized inequality in South African education for sustainable development. Environmental Education Research 26(5), 650-665. https://www.tandfonline.com/doi/full/10.1080/13504622.2020.1735307.
Knutsson, B. (2020) Depoliticisation and dissensus in global partnership for education: rethinking the postpolitical condition. Journal of International Relations and Development 23(2), 436-461. https://link.springer.com/article/10.1057/s41268-018-0141-5.
Vally, S. (2020) Between the Vision of Yesterday and the Reality of Today: Forging a Pedagogy of Possibility, Education as Change, 24(1), 1-24.
Arathi, S., Tikly, L. and Walker, S. (2019) The erasures of racism in education and international development: re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education, pp.1-17.
Knutsson, B. and Lindberg, J. (2019) On the absent ground of transnational partnerships in education: A post-foundational intervention, Globalisation, Societies and Education, 17:4, 432-444.
Hlatshwayo, M. (2019) “Precarious work and precarious resistance: A case study of Zimbabwean migrant women workers in Johannesburg, South Africa”. Diaspora Studies Journal. 14. https://www.tandfonline.com/doi/abs/10.1080/09739572.2018.1485239
Hlatshwayo, M. (2019) “The trials and tribulations of Zimbabwean precarious women workers in Johannesburg: A cry for help?”, Qualitative Sociology Review. Volume XV Issue 1, pp 62 – 85.
Hlatshwayo, M. (2019) “Debating the Fourth Industrial Revolution: First things first”, New Agenda, Issue 74.
Ndille, R. (2019) ‘Blackmen, English Suits and a Corner Office: Education and the Making of a West Cameroon Civil Service 1954-1972.’ Social and Education History 8(2). Pp.141-169.
Salamanca Cardona, M., and Choudry, A. (2019) Activist learning and temporary agency workers in Quebec. In Ramdeholl, D. (Ed.). New Directions in Adult and Continuing Education, 164, Understanding social justice: Learning and movements in adult education, 37-48.
Spreen, C.A., Knapcyzk, J and A. Martinez (2019) Transforming the Conversation: the Essential Role of Teachers in Quality Education for All, Southern African Review of Education, SARE 25(2).
Tikly, L. (2019) Education for sustainable development in Africa: acritique of regional agendas. Asia Pacific Education Review, 20(2),223-237.
Chisholm, L. (2018) ‘Late-Apartheid Education Reforms and Bantustan Entanglements’, African Historical Review, vol. 50, Issue 1-2, pp 27-45
Chisholm, L., Friedman, M. and Sindoh, Q. A. (2018) ‘Decolonising History of Education in South African Teacher Education’ Southern African Review of Education vol. 24, no. 1, pp. 74-91
Knutsson, B. and Lindberg, J. (2018), Depoliticisation and dissensus in the global partnership for education: rethinking the post-political condition. Journal of International Relations and Development, vol 23, pp. 436–461.
Knutsson, B. (2018) Green Machines? Destabilizing Discourse in Technology Education for Sustainable Development. Critical Education, 9 (3), 1-18. Volume 9 Number 3.
Ginsburg, M, Archer, D, Barrera-Osorio, F, Lake, L, Vally, S, Wachter, N and Ulrick, J, (2018), World Development Report 2018: Realizing the Promise of Education for Development, Comparative Education Review, vol 62, no 2, pp. 274 – 293.
Halim, M. (2018), The Westbury Community Archive: Claiming the Past, Defining the Present towards a Better Future. Education as Change, Vol 22, No 2.
Hlatshwayo, M. (2018) “Building workers’ education in the context of the struggle against racial capitalism: The role of labour support organisations”. Education as Change. Volume 22 (2).
Hlatshwayo, M. (2018) “The new struggles of precarious workers in South Africa: Nascent organisational responses of community health workers”. Review of African Political Economy. 45 (157), pp. 378-392.
Klees, S, Stromquist, N, Samoff, J and Vally, S. (2018), ‘The World Bank’s World Development Report on Education: A Critical Analysis’, in Development and Change, 50(2): 603-620.
Milligan, L.O., Koornhof, H., Sapire, I. and Tikly, L. (2018). Understanding the role of learning and teaching support materials in enabling learning for all. Compare: A Journal of Comparative and International Education.
Ndille, R. (2018), ‘Our Schools Our Identity: Efforts and Challenges in the Transformation of the History Curriculum in the Anglophone Subsystems of Education in Cameroon since 1961.’ Yesterday & Today 20(2) December 2018. Pp 91-123.
Chisholm, L. (2017). ‘” Fate Comes to the Mission Schools”: Fire at Bethel, 1953’, South African Historical Journal vol.69, no. 1, 2017, pp.121-31.
Hlatshwayo, M. (2017). Technological Changes and Manufacturing Unions in South Africa: Failure to Formulate a Robust Response. Global Labour Journal, 8(2).
Hlatshwayo, M. (2017). Community responses to declining industries. New Agenda: South African Journal of Social and Economic Policy, 2017(66), pp.22-27.
Hlatshwayo, M. (2017), ‘The Expanded Public Works Programme: Perspectives of direct beneficiaries’, Journal for Transdisciplinary Research in Southern Africa 13(1).
Hlatshwayo, M. and Buhlungu, S. (2017). “Work reorganisation and technological change: limits of trade union strategy and action at ArcelorMittal, Vanderbijlpark”. African Sociological Review. Vol 20 2 2016, pp 125- 152.
Hlatshwayo, M. (2017). “Reponses of precarious workers in South Africa’s public sector to their conditions”. South African Journal of Public Administration and Management, Volume 52 Number 4, Dec 2017, pp. 741 – 760.
Milligan, L., Tikly, L., Williams, T., Vianneye, J., Uworwabayehoe, A. (2017) Textbook availability and use in Rwandan basic education: A mixed-methods study, International Journal of Educational Development, 54: 1–7.
Tikly, L. (2017) The Future of Education for All as a Global Regime of Educational Governance, Comparative Education Review, 61(1): 22-57.
Vally, S. (2017), ‘Missed Opportunities: The Rhetoric and Reality of Social Justice in Education’ in Koers, Special Edition: Social Justice and Equity in Education: From Policy to Practice, 83(1), 1-14.
Vally, S and Motala, E. (2017), ‘Troubling ‘race’ as a category of explanation in social science research and analysis.’ Southern African Review of Education, 24(1): 25-42
Vally, S and Motala, E. (2017), ‘Education, Training and Work in South Africa: Toward Alternatives’, Education as Change, 21(3):1-20.
Balwanz D. and Ngcwangu, S. (2016). Seven problems with the scarce skills discourse in South Africa. South African Journal of Higher Education. 30 (2), 31-52.
Languille, S (2016) ‘Affordable’ private schools in South Africa. Affordable for whom?, Oxford Review of Education, 42:5, 528-542.
Milligan, L. & Tikly, L. (2016) English as a medium of instruction in postcolonial contexts: moving the debate forward, Comparative Education, 52:3, 277-280.
Milligan, L., Clegg, J. & Tikly, L. (2016) Exploring the potential for language supportive learning in English medium instruction: a Rwandan case study, Comparative Education, 52(3): 328-342.
Tikly, L. (2016) Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach, Comparative Education, 52(3): 408-425.
Balwanz, D. and Hlatshwayo, M. (2015). Re-Imagining Post-Schooling in Sedibeng: Community-Based Research and Critical Dialogue for Social Change. Education as Change, 19(2), pp.133-150.
Chisholm, L. (2015). ‘Curriculum Transition in Germany and South Africa, 1990-2010,’ Comparative Education, vol. 51, no. 3, pp. 401-418.
Chisholm, L. (2015). ‘Comparing History Textbooks in Apartheid South Africa and the German Democratic Republic, 1950-1990,’ Southern African Review of Education, vol. 22, no. 1, pp. 80-94.
Choudry, A. and Rochat, D. (2015). Doctoral Studies: What has radical adult education got to do with it? In Heaney, T. and Ramdeholl, D. (Eds.). Special issue, New Directions in Adult and Continuing Education, 147, Reimaging Doctoral Education as a Practice of Adult Education, 35-45.
Hlatshwayo, M. (2015). Unpacking NUMSA’s responses to technological changes at the ArceloMittal Vanderbijlpark plant. South African Review of Sociology, 46(2), pp.77-96.
Hlatshwayo, M. (2015). White Power and Privilege in Academic and Intellectual Spaces of South Africa: The Need for Sober Reflection. Politikon, 42(1), pp.141-145.
Monaghan, C. & Spreen, C.A (2015) From Human Rights to Global Citizenship Education: Peace, Conflict and the Post-Cold War Era. International Journal of Education Sciences. Volume 46 (4): Summer 2014 ACTA ACADEMICA.
Tikly, L. (2015) What works, for whom, and in what circumstances? Towards a critical realist understanding of learning in international and comparative education, International Journal of Educational Development, 40: 237-249.
Vally, S, (2015), ‘The Education Crisis and the Struggle to Achieve Quality Public Education in South Africa’, Education as Change, 19:2.
Peer-Reviewed Book Chapters
Chisholm, L. (2022) ‘Landscapes of Teacher Education in South African History’ in George Noblit (Ed) Oxford Research Encyclopaedia of Education. (Oxford University Press, 2020) Published online : https://doi.org/10.1093/acrefore/9780190264093.013.1466 and Paula Groves Price (ed) The Oxford Encyclopedia of Race and Education (2022, forthcoming)
Vally, S., (2022) ” ‘Race’, Class and Education in South Africa” Speaking Class and Race: Contested Dialogues in Educational Reform, edited by Antonia Darder, Cleveland Hayes II and Howard Ryan. London: Bloomsbury Academic.
Vally, S., (accepted – forthcoming 2022) ‘Racialization and Resistance in South African Education’ in Racialization and Educational Inequality in Global Perspective Scott,J and Bajaj, M (eds), New York: Routledge.
Chisholm, L. and Morrow, S. (2021) ‘Government, universities and the HSRC: A perspective on the past and present, 1969-2007’ in Crain Soudien, Sharlene Schwartz and Greg Houston (eds) A History of the Human Sciences Research Council of South Africa (Cape Town: HSRC Press) ISBN : 978-0-7969-2605-0
Soudien, C.; Chisholm, L. (2021) ‘A Re-Examination of Key Curriculum Debates and Directions in South Africa’ in William Schubert and Ming Fang He (eds) Oxford Encyclopedia of Curriculum Studies (New York: Oxford University Press, 2021). doi:10.1093/acrefore/9780190264093.013.ORE_EDU-01142.R2 Published online 25 March 2021.
Chisholm, L. (2021) ‘Transnationalism, Migration and Education in South Africa’ in R. Natarajan (ed) Sprache – Bildung – Geschlecht: Interdisziplinäre Ansätze in Flucht- und Migrationskontexten (Wiesbaden: Springer)
Hlatshwayo, M. (2021) “Botched technological revolutions and the South African proletariat” in Trevor Ngwane and Malehoko Tshoaedi “The Fourth Industrial Revolution: A sociological critique”, Jacana Press, Johannesburg.
Hlatshwayo, M, (2021) ‘The rise of the Gig Economy in South Africa: Cooperation and conflict in the labour process’ in the ‘Routledge Handbook of the Gig Economy’ edited by Dr Immanuel Ness, Brooklyn College, City University of New York
Pontarelli, F. (2021) ‘Worker–Student Unity Against Outsourcing at the University of Johannesburg: Disrupting the Neoliberal Paradigm Through Direct Action and Alternative Relations’, in Cini, L., Della Porta, D., & Guzmán-Concha, C. (ed.) Student movements in late neoliberalism. Dynamics of contention and their consequences, Cham, Palgrave Macmillan.
Vally, S and Spreen, CA., (2021) Giving the World a More Human Face Deferred: Racism, Xenophobia and Gender-based Violence in South Africa. In Verma, R and Apple, M, Eds, Disrupting Hate in Education: Teacher Activists, Democracy, and Global Pedagogies of Interruption, New York: Routledge.
Vally, S., (2021), ‘Memory also becomes a pedagogical weapon’ in Writing Palestine eds Brittan, V Zangana, H. (eds), London: Memo Publishers.
Badroodien, A. and Spreen, CA (forthcoming 2020) Reforming South Africa’s Teaching: The difficult dilemmas of teacher education policy reform post-1994 in Fraser, J and Lefty, L. (eds) Teaching the World’s Teachers: A History, 1970-2017, John Hopkins Press: Baltimore.
Chisholm, L., (forthcoming), ‘Landscapes of Teacher Education in South African History’ in George Noblit (Ed) Oxford Research Encyclopaedia of Education. (New York, Oxford University Press).
Chisholm, L. (2020), ‘Transnational colonial entanglements: South African teacher education college curricula’ in Gary McCulloch, Mariano Gonzalez Delgado and Ivor Goodson (eds) Transnational Perspectives on Curriculum History (London: Routledge).
Choudry, A. and Henaway, M. (2020). Back to the future? Continuity and change in migrant worker struggles. In Levine-Rasky, C., and Kowalchuk, L. (Eds.). We resist: Defending the common good in hostile times (pp.199-205). Montreal: McGill-Queens Press.
Choudry, A., and Vally, S. (2020). Lessons in struggle, studies in resistance. In Choudry, A., and Vally, S. (Eds.). The university and social justice: Struggles across the globe (pp.1-24). London: Pluto Press.
Soudien, C. and Chisholm, L., (forthcoming), ‘Curriculum Debates and Directions in South Africa: a Re-Examination’ in Ming Fang He and William H. Schubert (eds) Oxford Research Encyclopaedia of Education (Oxford: OUP).
Hlatshwayo, M. (2020) “Workers’ education in the context of precariousness: Thinking out of the union box” in Linda Cooper and Sheri Hamilton (eds), HSRC Press, Cape Town. Pp 143-160.
Spreen, CA and Vally, S. (forthcoming 2020), “Giving the World a More Human Face” Deferred: South Africa’s Neoliberalism, Misogyny and Xenophobia in Verma, R and Apple, M, (Eds), Disrupting Hate. Routledge: New York.
Stark, L. and Spreen, CA. (forthcoming 2020), Global Educator Movements: Teacher Struggles Against Neoliberalism and for Democracy and Justice in Rebecca Givan, K. and Lang, S.A. (eds), Strike: Fighting for the Future of Public Education. University of Michigan Press.
Spreen, CA & Monaghan, C (forthcoming 2020) Learning Rights: Pedagogical Encounters with Critical Human Rights Practice in Zehlia Babaci-Wihitle, Z. (Ed) Learning Critical Thinking Skills Beyond the 21st Century for Multidisciplinary Courses: A Human Rights Education Perspective. Cognella Press: San Diego)
Vally, S. (forthcoming 2020), ‘Race’, Class and Education in South Africa in Howard Ryan, H. and Darder, A. (Eds), Race, Class, and the Hidden Aims of School Reform, Bloomsbury: Chicago.
Vally, S. (2020), ‘School Segregation in South Africa’ in Lolas, R.E, and Rasco, F.J.A. (eds), in Conceptos para Disolver la Educación Capitalista, Barcelona: TerraIgnota, ISBN: 978-84-122245-8-0
Balwanz, D. (2019). Making a Life: Doing, Radical Humanism and Agency, in McGrath, S., Martin Mulder, M., Papier J and Stuart, R. in Handbook of Vocational Education and Training: Developments in the Changing World of Work, Springer Nature: Switzerland AG.
Chisholm, L. and Fig, D., (2019), ‘The Cold War in South African History Textbooks’ in Barbara Christophe, Peter Gautschi and Robert Thorp (eds) The Cold War in the Classroom: International Perspectives on Textbooks and Memory Practices (New York: Palgrave).
Choudry, A. (2019). Social movement knowledge production. In Trifonas, P. (Ed.). Handbook of Theory and Research in Cultural Studies and Education, Springer International Handbooks of Education. Springer, Cham.
Choudry, A., Henaway, M., and Shragge, E. (2019). Learning and Leadership in organizing temporary agency workers. Cooper, L. and Hamilton. S. (Eds.). Renewing workers’ education: A radical vision, HSRC Press, Cape Town, pp.130-152.
Rochat, D., Young, K., Villefranche, M., and Choudry, A. (2019). Maison d’Haïti’s collaborative archive project: archiving a community of records. In Bastian, J. A., and Flinn, A. (Eds.). Community Archives, volume two: Sustaining Memory. London: Facet.
Chisholm, L., (2018), ‘Representations of Race, Class and Gender in Textbooks’ in E Fuchs and A Bock. (eds) Palgrave International Handbook of Textbook Studies (New York: Palgrave).
Choudry, A. (2018). Lessons learnt, lessons lost: Pedagogies of repression, thoughtcrime, and the sharp edge of state power. In Choudry, A. (Ed.). Activists and the surveillance state: Learning from repression (pp. 3-22). London/Toronto: Pluto Press/Between The Lines Press.
Choudry, A. (2018). The plantation-to-plant-to-prison pipeline: An interview with David Austin. In Choudry, A. (Ed.). Activists and the surveillance state: Learning from repression (pp. 117-128). London/Toronto: Pluto Press/Between The Lines Press.
Choudry, A., and Vally. S. (2018), History’s school: Past struggles and present realities. In Choudry, A., and Vally, S. (Eds.). Reflections on knowledge, learning and social movements: History’s schools (pp.1-17). Abingdon, UK and New York: Routledge.
Spreen, CA. and Kamat, S (2018) Profiting from the Poor: the Emergency of Multinational Edu-Businesses in Hyderabad India in Saltman, K (ed) Global Handbook of Education Reform, Wiley-Blackwell.
Spreen, C.A. and Kamat, S. (2018), Profiting from the Poor: The Edu-Solutions Industry in Hyderabad (In Draxler, A and Steiner-Khamsi, G (eds) The state, business and education: public-private partnerships revisited. Edward Elger Press.
Spreen, C.A., Monaghan, C. & A Hillary, A. (2018), Transforming Human Rights Education: Context, Critique and Action in Zemblyas, M and Keet, A (ed) Critical Human Rights, Citizenship, and Democracy Education: Entanglements and Regenerations, Bloomsbury Press: UK.
Vally, S (2018), ‘The Bait-and-Switch and Echo Chamber of School Privatisation in South Africa’, in Kenneth Saltman and Alex Means (eds), Handbook of Global Educational Reform, Wiley-Blackwell.
Vally, S, Motala, E and Maharajh, R (2018), Education, the State and Class Inequality: The case for Publically Funded Higher Education in South Africa in Southall, R (ed) New South African Review 2016. Braamfontein: Wits University Press.
Halim, M. (2017), Building Economic Solidarity from grassroots survival mechanisms in Freedom Park, Johannesburg in von Kotze A. and Walters, S (Eds.), Forging Solidarity: Popular Education At Work, pp.83–93, Brussels: Sense Publishers.
Chisholm, L, (2017), ‘Bantustan Education History: The ‘Progressivism’ of Bophutatswana’s Primary Education Upgrade Programme (PEUP), 1979-1988’ in S. Ally and A Lissoni (eds.) New Histories of South Africa’s Apartheid-Era Bantustans (Routledge).
Motala, E and Vally, S (2017), Neville Alexander and the National Question in E. Webster (ed), The Unresolved National Question: Left thought under apartheid. Braamfontein: Wits University Press, pp. 130-148.
Balwanz, D. (2016), The discursive hold of the matric: Is there space for a new vision for secondary education in South Africa? in Smith, W. (Ed.), The Global Testing Culture: Shaping education, policy, perceptions, and practice. Oxford: Symposium Books, 261-278.
Berinyuy, C. and Spreen, C.A. (2015), “Reflections on Identity, Difference, and Rights in an Islamic High School in Cameroon” In Stackly, S and Baily, S (Eds) Watering the Seeds: Educating Adolescent Girls Around the Globe. New York: Routledge Press.
Choudry, A. (2016), Shifting the margins: Learning, knowledge production and social action in migrant and immigrant worker organizing. In Mizzi, R., Rocco, T., and Shore, S. (Eds.). Disrupting Adult and Community Education: Teaching, Learning, and Working in the Periphery (pp. 193-209). New York: SUNY Press.
Choudry, A., and Smith, A. A. (2016), Introduction: Unfree labour? Struggles of migrant and immigrant workers in Canada. In Choudry, A., and Smith, A. A. (Eds.). Unfree labour? Struggles of migrant and immigrant workers in Canada (pp.1-21). Oakland, CA.: PM Press.
Choudry, A., and Henaway, M. (2016), Temporary employment agency workers in Montreal: immigrant and migrant workers’ struggles in Canada. In Choudry, A, and Hlatshwayo, M. (Eds.). Just Work? Migrant workers’ struggles today (pp. 230-249). London: Pluto Press.
Choudry, A., and Hlatshwayo, M. (2016). Just Work? Migrant workers, capitalist globalisation and resistance. In Choudry, A, and Hlatshwayo, M. (Eds.). Just Work? Migrant workers’ struggles today (pp. 1-18). London: Pluto Press.
Hammel, S., Cole, R., Stark, L., Monaghan, C and Spreen, C.A. (2015) On Becoming a Global Citizen: Critical Pedagogy and Crossing Borders In and Outside of the University Classroom. In Williams, R and Lee, A. (Eds) Internationalization Undergraduate Education: Critical Conversations Across the Curriculum. New York: Sense Publishers.
Hlatshwayo, M. (2016), Xenophobia, Resilience, and Resistance of Immigrant Workers in South Africa: Collective and Individual Responses. In Aziz Choudry and Hlatshwayo, M. (eds) Just Work? Migrant workers, globalization and resistance. Pluto Publishers: London, pp 21 -43.
Spreen, C.A. and Monaghan, C. (2016) Leveraging Diversity to Become a Global Citizen: Lessons for Human Rights Education. In Bajaj, M. (ed) Human Rights Education: Theory, Research and Practice. Chicago: University of Pennsylvania Press.
Spreen, C.A. and Monaghan, C. (2016). “Citizenship Education in the Rainbow Nation: History, Identity and Xenophobia in the new South Africa” In: Williams, J. (Ed). (Re)Building Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community, New York: Sense Publishers.
Monaghan, C. & Spreen, C.A. (2015), From Human Rights to Global Citizenship Education: Movement, Migration, Conflict and Capitalism in the Classroom in Ozdowski & Zajada (eds), International Handbook on Globalization, Human Rights and Social Justice Education, Taylor and Francis: UK.
Tikly, L (2016) Education for All as a Global Regime of Educational Governance, in Yamada, S. (Ed) The Post-Education for All Paradigm: Structural Changes With Diversifying Actors and Norms (New York : Emerald): 37-65.
Vally, S (2016) ‘Employment, Democratic Citizenship and Education: Considering Alternatives to Commodification in South Africa’ in Majhanovich, S and MacLeans G-J (eds), Effects of Globalization on Education Systems and Development. Rotterdam: Sense Publishers.
Choudry, A. (2015). Neoliberal immigration and Temporary Foreign Worker Programs in a time of economic crisis: Local/global struggles. In Caouette, D., and Kapoor, D. (Eds). Challenging Colonization, Development and Globalization: Social Movement & Critical Perspectives (pp. 124-144). London: Zed Books.
Choudry, A. NGOs (Non-Governmental Organizations). In Ness, I., and Bâ, S. M. (eds). (2015). The Palgrave Encyclopedia of Imperialism and Anti-Imperialism (pp. 1336-45). New York: Palgrave Macmillan.
Vally, S (2015), The Academic Boycott of Israel: The Case of the University of Johannesburg and Ben Gurion University in Against Apartheid: The Case for Boycotting Israeli Universities, Ashley, D and Mullen, B.V (eds.), Chicago: Haymarket Press, pp. 93-101.
Vally, S (2015), Solidarity with Palestine: Confronting the ‘Whataboutery’ Argument and the Bantustan Denouement in Apartheid Israel: The Politics of an Analogy, Soske, J and Jacobs, S (eds.), Chicago: Haymarket Press, pp. 43-52.
Chapters and Articles in Non Peer-Reviewed Books and Journals/Magazines; Editorials; Policy Briefs and Op-Eds.
Chisholm, L. (2022) Invited Response, ‘An Afterlife for Internationalization?’ Debate-Discussion on William F. Pinar in the International Journal for the Historiography of Education, 12, pp. 62-65
Black, S. (2021) Commentary: What Are Universities Really For? Re-imagining Stewardship, Education as Change. Online.
Hlatshwayo, M. (2021) ‘Nehawu: In the belly of the beast’ Press reader.com, 31 October 2021 https://www.pressreader.com/south-africa/the-sunday-independent/20211031/281672553161644
Motala E. (2021) Commentary: Assault on the Public Good, Education as Change. Online.
Motala E. and Vally, S. (2021) Op-Ed: Neville Alexander’s Warning, New Frame, 2021/07/27.
Congiu, F., Perra, S. & Pontarelli, F. (2021) Editorial, Inaugural issue, Notebooks The Journal for Studies on Power, Brill, 1, 7-15.
Vally, S. (2021) Commentary: Aziz Choudry: The Quintessential Scholar-Activist (23/06/1966-26/05/2021), Education as Change. Online.
Vally, S. Op-Ed. Student protests: Austerity, higher education and a spectacular failure of imagination, News 24, 20 March 2021.
Hlatshwayo M, 2020. ‘Technological revolutions and the demands of the South African proletariat’ South African labour bulletin. Pp 22-24
Pontarelli, F. (2020) Covid-19: labour movement struggles to institute social distance between capital’s needs and people’s health in Italy, Global Labour Column, n. 335, March
Bowet-Jones, Pontarelli, Granato & Coppola, ‘Social Protests in time of Pandemic’, https://www.rosalux.eu/en/article/1823.social-protests-in-times-of-pandemic.html Rosa Luxemburg Stiftung; 10th, November, 2020.
Choudry, A. (2019, December). Activists and the surveillance state. Amandla! 67/68, 48-49.
Bleakney, D., and Choudry, A. (2019, Winter). Lessons in labour struggle: From the margins to the centre. Canadian Dimension, 52:4 28-32.
Vally, S., (2019), Op-ed, University World News, Rediscovering the pedagogy of possibility, 02 October 2019.
Chisholm, L., (2018), Op-ed, ‘South Africa Wants to Make History Compulsory. But can it?’ The Conversation, 4 June 2018
Choudry, A., and Vally, S. (2018), Learning from, in, and with independent community and activist archives: The past in our present and future. Education As Change.
Spreen, CA. and Kamat, S (2018), From Billionaires to the Bottom Billion: Who’s making education policy for the poor in emerging economies? In Seeing like the State, Calculation like a Business: Public-Private Partnerships in Education Revisited. Steiner-Khamsi & Draxler (eds) NORRAG policy briefs 11 January 2018.
Vally, S, (2018), Between Rhetoric and Reality – the Struggle for the Right to Education in South Africa in NORRAG Special Issue 1-The Right to Education, Movements and Policies: Promises and Realities.
Choudry, A. (2017, July). Montreal’s Immigrant Workers Centre, In Critical Solidarity, American Sociological Association (ASA) Labor and Labor Movement newsletter, 15:2, 3-5.
Choudry, A. (2017, February-March). Knowledge is power, Red Pepper Magazine No.212,.13-15.
Choudry, A. (2017, 23 January). Migrant workers: Unfree labour in the 21st Century. Guest article, In the Diaspora column, Stabroek News (Guyana).
Spreen, C., & Knapczyk, J. (2017). Measuring Quality Beyond Test Scores: The Impact of Regional Context on Curriculum Implementation (in Northern Uganda). FIRE: Forum for International Research in Education, 4(1). Retrieved from http://preserve.lehigh.edu/fire/vol4/iss1/1 .
Vally, S, (2017), Introduction to the Special Issue on Edward Said, Journal of Holy Land and Palestinian Studies, University of Edinburgh.
Chisholm, L., (2016), Op-ed, ‘University Protests are Important – But School Fees also Matter,’ The Conversation, 20 January 2016; Reprinted as ‘Fees must fall in schools, if anywhere’, The Conversation, 21 January 2016
Choudry, A. (2016, November) Migrant workers and global capitalism. Muslim Matters. (South Africa).
Choudry, A. (2016, September-October). Struggle knowledge, activist learning and movement histories. Briarpatch Magazine, 16-20.
Choudry, A. (2016). Taking Struggle Knowledge Seriously: Critical Adult Education, Social Movement Learning and the Intellectual Work of Activism. Explorations in Adult Higher Education: An Occasional paper series: Learning in and out of the University (Number 4, (pp. 47-61). New York: SUNY Empire State College.
Hlatshwayo, M., Motala, E., Naidoo, L-A., Maharajh, R., Marawu, Z and Vally, S. (2016), Op-ed, Free education is possible if South Africa moves beyond smoke and mirrors, The Conversation, September 21, 2016.
Motala, E., and Vally, S. (eds) Post-School Education Journal-A Review of Education and Training in South Africa. Two editions annually from 2014-2016.
Spreen, CA Special Issue Editor (2016) Selling out the right to quality public education for all. Worlds of Education, Education International, Brussels, retrieved at: http://worldsofeducation.org/new/en/magazines/articles/319.
Postma, D, Spreen, C.A. & Vally, S. (Special Issue Editors) (2016) Education for Social Change and Critical Praxis in South Africa. Education as Change, UNISA Press 19 (2).
Vally, S (2016), ‘Neville Alexander and Revolutionary Practice: Morality, ethics and values in Zinn, A (ed), Non-Racialism in South Africa – The life and times of Neville Alexander. Stellenbosch: Sun Media.
Choudry, A. (2015, 12 October). Learning from the ground up: Education for change. Guest article, In the Diaspora column, Stabroek News (Guyana).
Choudry, A. (2015, July). Learning against the grain: Activist knowledge, education and research. Post-School Education Review, 2 (1), Education Policy Consortium, South Africa.
Hlatshwayo, M., Motala, E., Naidoo, L-A., Maharajh, R., Marawu, Z and Vally, S (2015), “Taking free public higher education from pipe dream to reality”. The Conversation. http://www.theconversation.org.za/spotlight/taking-free-public-higher-education-from-pipe-dream-to-reality
Johnson, B. and Hlatshwayo, M. (2015). ‘Break ranks with varsity inequality’, Mail and Guardian, 29 March 2015.
Vally, S. (2022). Book Review of The Conscience of a Progressive by Steven Klees. Comparative Education Review, vol 66, no 1.
Chisholm, L. (2021) Book review of Linda Cooper and Sheri Hamilton (eds) (2020) Renewing Workers’ Education: a radical vision. Cape Town: HSRC Press. In Transformation, 106, 2021, pp 111-115
Pontarelli, F. (2021). Book Review of Revisiting Gramsci’s Notebooks by Antonini, F., Bernstein, A., Fusaro, L., and Jackson, R. (eds.), Historical Materialism Book Series, Vol. 205. Leiden: Brill, 2019, in Notebooks: The Journal for Studies on Power, Brill, 1, 205-214.
Murray, A. (2021). Book review of Amakomiti by Trevor Ngwane, The Sociological Review. Online.
Chisholm, L. (2020) Book Review of Linda Cooper’s Workers’ Education in the Global South: Radical Adult Education at the Crossroads (Brill / Sense: Leiden / Boston, 2020) ISBN 978-90-04-42896-6, in Transformation, vol 104, 2020, pp 168-171
Chisholm, L., (2020), Book Review of Mark Hunter, Race for Education: Gender, White Tone and Schooling in South Africa. (The International African Library.) New York: Cambridge University Press. 2019 in American Historical Review, October.
Choudry, A. (2020). Natalie Fenton. Digital, Political, Radical. Cambridge: Polity Press. Socialist Studies, 14(1).
Chisholm, L., (2019), Book Review of Rebecca Swartz, Education and Empire: Children, Race and Humanitarianism in the British Settler Colonies, 1833-1880 (Cham, Switzerland: Palgrave MacMillan, 2019) in Journal of Education, No 76.
Chisholm, L., (2019) Book Review of Peter Kallaway and Rebecca Swartz (eds) Empire and Education in Africa (Peter Lang, 2019) in Education as Change, vol. 23.
Choudry, A. (2019). Tamara Starblanket. Suffer the Little Children: Genocide, Indigenous Nations and the Canadian State. Atlanta, GA.: Clarity Press. Studies in Social Justice, 13 (1), 191-195.
Vally, S., (2019), Book Review: Karim F. Hirji, Under-Education in Africa: From Colonialism to Neoliberalism (Daraja Press, 2019) in Awaaz Journal, Volume 16, Issue 2.
Choudry, A. (2018). Book Review: Irene Watson (Ed.). Indigenous Peoples as subjects of international law. London and New York: Routledge. Alternate Routes.
Choudry, A. (2016). Book Review: Suvendrini Perera and Sherene Razack (Eds.). At the limits of justice: Women of color theorize terror. Toronto: University of Toronto Press. Socialist Studies, 11 (1), 263-265.
Chisholm, L. (2015), Book review of S Vally and E Motala (eds) Education, Economy and Society (UNISA Press, 2014) : ‘Why Education and Skills alone Can’t Create Growth and End Unemployment: An Essay Review’, Education as Change, 19, 1, 208-223
Community Colleges and Community Learning Centres – (to be completed by the end of 2020). The report will include:
– An implementation strategy that integrates Non-formal Education (NFE) into the national pilot roll out of Community Colleges.
– Dissemination of the implementation strategy in four target provinces via workshops, including online workshops and printed material.
– Development of guidelines for NFE materials and learning programmes for the adult education sector.
– Non-formal education materials development to support the curriculum and learning and support material available for Community Colleges and the adult education sector, broadly.
To be compiled by Black, S, Gamedze, T and Vally, S.
- Soudien, L. Chisholm, S. Mahlomaholo, P. Mdontswa, R. Moletsane, T. Msibi, Y. Sayed and M. Steyn, Textbook Evaluation Report of the Ministerial Task Team: Evaluation of a Broad Sample of Existing Textbooks and Learning Materials Towards Developing a Textbook Policy that Promotes Diversity (Department of Basic Education, Pretoria, 2017).
- Bambo, L. Chisholm, M. Friedman, Sindoh, Q. A, Decolonising the Teacher Education Curriculum: Mapping the Status and Nature of Teaching and Learning of History in Faculties and Schools of Education in South Africa (University of Johannesburg and University of the Witwatersrand partnership, funded by the National Institute for Humanities and Social Sciences, May 2017).
Submission to the Commission of Inquiry into Higher Education and Training (The Fees Commission). (2016), Mondli Hlatshwayo (University of Johannesburg), Rasigan Maharajh (Tshwane University of Technology), Zolisa Marawu (Nelson Mandela Metropolitan University), Enver Motala (University of Fort Hare), Leigh-Ann Naidoo (University of the Witwatersrand) and Salim Vally (University of Johannesburg), 26 May 2016.
Reimaging the post-school education sector: Vaal Site report (CERT research team) (completed in 2015), co-ordinated by Hlatshwayo, M.