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| DIRECTORIES | |  | Staff member | | | Dr Linda Chisholm | |
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Research outputs |
Research Reports |
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Carnoy, M. & Chisholm, L. (2008) Towards understanding student academic performance in South Africa: a pilot study of grade 6 mathematics lessons in Gauteng province. (Prepared for the Spencer Foundation, April).
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Despite widespread acceptance of the notion that improving student performance may have a high economic and social payoff, policy analysts in all countries have surprisingly limited hard data on which to base educational strategies for raising achievement. In South Africa this question is all the more pressing. South African students score at low levels in mathematics and language tests even wh...
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Chisholm, L., Hoadley, U., Lewin, T., Moletsane, R., Haupt, I., Mawoyo, M. & Moorosi, P. (2007) Gender, success and institutional culture. (Prepared for the Carnegie-SA scholarship programme, August).
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Chisholm, L. (2006) Regional end-term evaluation report of the pilots of the school improvement program framework in Albania, Ethiopia, Malawi, Sudan and Zambia. (Commissioned by Plan International, April).
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This synthesis report accordingly relies on findings from the End-Term Evaluations conducted in Albania, Ethiopia, Malawi, Sudan, and Zambia (whose Report was produced at the end of 2005) on the areas identified above as constituting the experiences of implementing the SIP pilots. It makes assessments of efficiency, effectiveness, relevance and impact on the basis of evidence provided in the co...
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Chisholm, L. (2005) Educator workload in South Africa. (Commissioned by the Education Labour Relations Council (ELRC), South Africa, August).
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The ELRC requested a report on the hours that educators actually spent on their various activities, a comparison with national policy and an assessment of the impact ob OBE, continuous assessment (CASS) and any other factors that might contribute to educator workload.
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Chisholm, L. (2004) The quality of primary education in South Africa. (Commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Education For All (EFA), April).
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Chisholm, L., Dhunpath, R. & Paterson, A. (2004) The use of ICTs in the curriculum in Botswana, Namibia and Seychelles. (Commissioned by Southern African Development Community Education Policy Support Initiative (SADC EPSI), June).
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Chisholm, L. (2003) Rural schools and education in South Africa, draft report. (Commissioned by the Nelson Mandela Foundation, South Africa).
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Hoadley, U. & Chisholm, L. (2005) Report A: an analysis of the strengths and shortcomings of the current orientation documents for the implementation of the revised national curriculum statement in the senior phase. (Report for the Curriculum Directorate, National Department of Education, South Africa).
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The `Revised National Curriculum Statement Grades R-9 Orientation Programme Senior Phase 2005, facilitator's and participant's manuals represent the official model for the training for the implementation of the Revised National Curriculum Statement (RNCS) at the Senior Phase (Grade 7, 8 and 9). The training for the implementation is to take place in 2005 for Grade 7 teachers, for implementation...
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Hoadley, U. & Chisholm, L. (2005) Report B: A review of the current process of implementation of the Revised National Curriculum Statement in the Senior Phase. (Report for the Curriculum Directorate, National Department of Education, South Africa).
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The purpose of this report is to consider the current process of implementation of the RNCS in the Senior Phase. This involves a review of the provincial plans for the training of teachers in the Senior Phase. This review is considered in the light of monitoring and evaluation reports of the implementation process for the Intermediate Phase from 2004, and the Manual designed for training purpos...
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Books and chapters in books |
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Bloch, G., Chisholm, L., Fleisch, B. & Mabizela, M. (eds). (2008) Investment choices for South African education. Johannesburg: Wits University Press.
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Investment Choices for South African Education was conceived between 2003 and 2007, the heady days of high economic growth in South Africa. However, since 2008, the heady days of high economic growth in South Africa. However, since 2008, new trends have been set in motion by global economic slowdown. The threat of slower growth compounded by the brake that South Africa's earlier under-investmen...
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Chisholm, L. (2011) Review: the challenge of South African schooling: dimensions, targets and initiatives. In: Hofmeyr, J. (ed). Transformation audit 2011: from inequality to inclusive growth. Cape Town: Institute for Justice and Reconciliation. 50-57.
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The crisis in South African schooling is not new. It predates the achievement of democracy in 1994 and has been an ongoing refrain in public discourse since 1994. What is new is the emerging consensus on its dimensions and causes. Since the 1990s, both the government and donors have invested substantial resources in understanding what exactly the problems may be. The government has not been sl...
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Chisholm, L. & Moletsane, R. (2009) Conclusion. In: Chisholm, L., Haupt, I., Hoadley, U., Lewin, T., Mawoyo, M., Moletsane, R. & Moorosi, P. Gender, identity and institutional culture: women students' constructions of success at three South African universities. Pretoria: Department of Education. 75-80.
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Chisholm, L., Haupt, I., Hoadley, U., Lewin, T., Mawoyo, M., Moletsane, R. & Moorosi, P. (2009) Gender, identity and institutional culture: women students' constructions of success at three South African universities. Pretoria: Department of Education.
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The Carnegie-South Africa Undergraduate Women's Scholarship Programme was set up in 2002 as a national scholarship programme targeted at young women wishing to study primarily in the fields of science and engineering at the undergraduate level. The study provides case studies of the diverse experiences of a selection of these young women at 3 universities: University of Cape Town, Kwa-Zulu-Nata...
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Chisholm, L. (2009) Introduction: rhetoric, realities, and reasons. In: Chisholm, L. & Steiner-Khamsi, G. (eds). South-South cooperation in education and development. (International Perspectives on Education Reform). Cape Town: HSRC Press. 1-13.
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Chisholm, L. (2009) An overview of research, policy and practice in teacher supply and demand 1994-2008. (Teacher Education in South Africa Series). Cape Town: HSRC Press.
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In 2008, South Africa had 400 953 educators, which included school teachers and principals. Were they adequate in number and quality for the 12 239 363 learners in ordinary public and independent schools? Is the country's teacher education system sufficiently geared up to produce the teachers that are required and are sufficient numbers of students being attracted to teaching? How successful ha...
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Chisholm, L. (2009) Overview of the research project. In: Chisholm, L., Haupt, I., Hoadley, U., Lewin, T., Mawoyo, M., Moletsane, R. & Moorosi, P. Gender, identity and institutional culture: women students' constructions of success at three South African universities. Pretoria: Department of Education. 17-28.
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Chisholm, L. & Steiner-Khamsi, G. (eds). (2009) South-South cooperation in education and development. (International perspectives on education reform). Cape Town: HSRC Press.
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How real is South-South transfer? What does it mean in practice? Why has it become an issue?
This volume, the first academic book to deal specifically with South-South cooperation in relation to education, shifts the discussion away from the promotional material of international development agencies and non-governmental organisations (NGOs), to critically look at why so many agencies and res...
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Chisholm, L. & Leyendecker, R. (2008) Curriculum reform in sub-Saharan Africa: when local meets global. In: Cowen, R. & Kazamias, A.M. (eds). International handbook of comparative education. New York: Springer. 685-702.
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The chapter begins with a discussion of the ambiguities and differences between learner-centred, child-centred and competency-based education. It then examines the international pressures on sub-Saharan Africa for curriculum change and the local Southern African historical context and alternative educational experience that, it argues, predisposed Southern Africa to adoption of ideas. It shows...
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Chisholm, L., Bloch, G. & Fleisch, B. (eds). (2008) Education, growth, aid and development: towards education for all. (CERC Monograph Series in Comparative and International Education and Development; no. 5). Hong Kong: Comparative Education Research Centre.
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This book brings together leading authors in the field of education and development, who draw on decades of research and personal experience to assess what we have learnt from research over three decades on school effects, the utility and sustainability of target-setting in education, and the role of global and local forces in shaping change in African education. The chapters expose to critical...
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Chisholm, L. (2008) The meaning of racial redress in South African schools, 1994 to 2006. In: Habib, A. & Bentley, K. (eds). Racial redress & citizenship in South Africa. Cape Town: HSRC Press. 230-262.
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This chapter attempts to give local and specific content to the question of redress through case studies of particular schools in the urban province of Gauteng. The meaning of racial redress is derived from the changing histories of schools in this region. The chapter shows that at the local level racial redress have meant very different things for different schools and different people in th...
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Chisholm, L. (2008) Preface. In: Chisholm, L., Bloch, G. & Fleisch, B. (eds). Education, growth, aid and development: towards education for all. (CERC Monograph Series in Comparative and International Education and Development; no. 5). Hong Kong: Comparative Education Research Centre. xi-xv.
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Chisholm, L. (2007) Monitoring children's rights to education. In: Dawes, A., Bray, R. & Van der Merwe, A. (eds). Monitoring child well-being: a South African rights-based approach. Cape Town: HSRC Press. 147-158.
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Chisholm, L. (2006) South Africa's new education system: great intentions - harsh realities. In At the end of the rainbow?: social identity and welfare state in the new South Africa. Gunnarsen, G., Mac Manus, P., Nielsen, M. & Stolten, H.E. (eds). 143-152.
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Chisholm, L., Hoadley, U., Kivilu, M., Brookes, H., Prinsloo, C., Kgobe, A., Mosia, D., Narsee, H. & Rule, S. (2005) Educator workload in South Africa. Cape Town: HSRC Press.
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Teachers spend slightly less time on their activities overall, but much less time on teaching than policy requires. There is a serious erosion of instructional time in the majority of schools, but it is worst in rural and semi-rural African schools.
Reasons for the shorter teaching time, among others, range from large classes and all that that implies, increased workload due to lack of admi...
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Chisholm, L. & September, J. (eds). (2005) Gender equity in South African education 1994-2004: conference proceedings. Cape Town: HSRC Press.
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In the sphere of gender equity, much has changed in South Africa since 1994, and much has remained the same. The immediate post-apartheid period saw both the assertion of women as equal partners in all aspects of daily life and, on the one hand, increasing social and familial violence against women and girls as well as, on the other, continuing high levels of unemployment and poverty amongst wo...
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Chisholm, L. (2005) The history curriculum in the (revised) national curriculum statement: an introduction. In Toward new histories for South Africa: on the place of the past in our present. Jeppie, S. (ed). Lansdowne: Juta. 177-188.
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History does not refer merely, or even principally, to the past. On the contrary, the great force of history comes from the fact that we carry it within us, are consciously controlled by it in many ways, and history is literally present in all that we do.
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Chisholm, L. & September, J. (2005) Overview. In Gender equity in South African education 1994-2004: conference proceedings. Chisholm, L. & September, J. (eds). Cape Town:
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Chisholm, L. (ed). (2004) Changing class: education and social change in post-apartheid South Africa. Cape Town: HSRC Press.
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Engaging, energetic and frequently surprising in its informational scope, Changing Class offers a frank and challenging review of education and social change in post-apartheid South Africa. Recently launched in Cape Town, Durban and Johannesburg, it brings together a vibrant and compelling set of studies by both leading scholars and exciting new writers, all of which tackle key education issues...
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Chisholm, L. (2004) The state of South Africa's schools. In State of the nation: South Africa 2004-2005. Daniel, J., Southall, R. & Lutchman, J. (eds). Cape Town: HSRC Press. 201-226.
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Chisholm, L., Motala, S. & Vally, S. (eds). (2003) South African education policy review: 1993-2000. Johannesburg: Heinemann.
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It is a source book on policies, conflicts, developments and perspectives on education policy in the period 1993-2000. Drawing from a selection of articles from the successful quarterly reviews of education and training this book provides readers with detailed accounts of educational changes in south Africa over the past decade. It reflects upon significant events, trends and debates and prov...
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Chisholm, L. (2003) The state of curriculum reform in South Africa: the issue of Curriculum 2005. In State of the nation: South Africa 2003-2004. Daniel, J., Habib, A. & Southall, R. (eds). Cape Town: HSRC Press. 268-289.
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One of the most controversial issues in South African education in the recent past has been the process of development and implementation of Curriculum 2005. Curriculum 2005 is significant both because of the enormity of the practical and symbolic legacy that it attempts to address as well as the weight that is attached to what it can achieve. This chapter is written from the perspective of o...
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Haupt, I. & Chisholm, L. (2009) Negotiating social and gender identity: the worldwiew of women students at the University of Pretoria. In: Chisholm, L., Haupt, I., Hoadley, U., Lewin, T., Mawoyo, M., Moletsane, R. & Moorosi, P. Gender, identity and institutional culture: women students' constructions of success at three South African universities. Pretoria: Department of Education. 47-59.
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Moletsane, R., Mitchell, C., Smith, A. & Chisholm, L. (2008) Methodologies for mapping a southern African girlhood in the age of Aids. Rotterdam: Sense Publishers.
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Methodologies for Mapping a southern African Girlhood in the Age of Aids is located within the new and broader area of Girlhood Studies. Girls have long been considered a rich feminist memory-site for examining the genesis of women's sense of self in the developed world. To date, however, only a few scholars have focused on southern African girlhoods. Even fewer focus on methodologies for resea...
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Nkomo, M., McKinney, C. & Chisholm, L. (2004) Reflections on school integration: colloquium proceedings. Cape Town: HSRC Publishers.
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What does school integration mean? It must mean, among other things, that the divisions created by apartheid need to be addressed systematically and systemically. Integration is not merely about changing the racial demographics of learner and educator bodies. Integration means schools changing to meet the needs of all children, fostering meaningful interaction among learners in the classroom, o...
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Journal Articles |
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Carnoy, M., Chisholm, L. & Baloyi, H. (2008) Uprooting bad mathematical performance: pilot study into roots of problems. HSRC Review. 6(2):13-14.
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South African students score poorly in mathematics and language tests when compared with students from other African countries and when compared with what should be expected 14 years after the achievement of democracy. But Martin Carnoy, Linda Chisholm and Hlengani Baloyi believe it is critically important to go beyond simply measuring low achievement and to find ways of diagnosing learning pro...
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Chisholm, L. & Leyendecker, R. (2008) Curriculum reform in post-1990s sub-Saharan Africa. International Journal of Educational Development. 28(2):195-205.
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This article uses both primary and secondary sources to examine why learner-centredness, outcomes- and competency-based education and national qualifications frameworks were favourably received at local level in sub-Saharan Africa but have not resulted in widespread change in classroom practice. It argues that they found local favour because they were not entirely new ideas, and were ambiguous...
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Chisholm, L. (2008) Economic growth and curriculum reform in southern Africa. NORRAG news. 40:62-64.
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This paper focuses on the adoption of learner-centred education as a major curriculum innovation to address political and economic goals in the 1990s in southern Africa. It argues that sustainability has been far from the centre of concern despite statements to the contrary within either national curricular or aid agency statements of policy intent.
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Chisholm, L. (2008) Migration, citizenship and South African history textbooks. South African Historical Journal. 60(3):353-374.
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This article examines how the nation and citizenship are addressed in new South African history textbooks with reference to two key issues: changing approaches to textbook analysis, migration and xenophobia. Constructions of the nation take on special significance in this context. The article uses an approach that considers both representational issues as well as the uses of textbooks in classr...
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Chisholm, L. (2008) Racial redress means different things for different schools: case studies of five Gauteng schools. HSRC Review. 6(2):15-17.
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Racial redress in education cannot be considered outside the historically unequal relationships between black and white, rural and urban, rich and poor. Here, the big picture from research on racial redress in education is consistent. Redress in the form of a major turnaround of inequalities has not been achieved, writes Linda Chisholm.
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Chisholm, L. (2008) Xenophobia and school history textbooks. HSRC Review. 6(2):27-28.
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In the same week that xenophobic attacks were launched against foreigners in Gauteng, Zulu ethnic nationalists burnt history textbooks in KwaZulu-Natal. Xenophobes were characterised as `the class of 1994. The link between nationalism, xenophobia and how we understand our history is a close one, says Linda Chisholm.
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Chisholm, L. (2007) Diffusion of the National Qualifications Framework and outcomes-based education in southern and eastern Africa. Comparative Education. 43(2):295-309.
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This article explores policy and curriculum diffusion in southern and eastern Africa through an examination of the National Qualifications Framework (NQF) and outcomes-based education. The article argues that the NQF was adopted for different reasons in different contexts, but that discourse coalitions and conferences have been critical in spreading these ideas in a new regional
political and ...
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Chisholm, L. & Morrow, S. (2007) Government, universities and the HSRC: a perspective on the past and present. Transformation. 63:45-67.
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The article considers the history of the HSRC's relationship with government and universities in three periods (1917-1945, 1945-1990 and 1990-2005), characterising the first as relatively harmonious, the second as conflictual and the third as uneasy. Underpinning this relationship is the nature of the funding of research in universities and entities such as the HSRC. This article explores from...
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Chisholm, L. & Sujee, M. (2006) Tracking racial desegregation in South African schools. Journal of education. 40:141-159.
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The purpose of this paper is to examine what the national Education Management Information Statistics database is able to tell us about the racial desegregation of schools and to compare this with findings from qualitative research.Examining challenges in the data and using simple statistical technique to analyse a dataset for 2001, the paper shows that overall patterns appear to confirm the fi...
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Chisholm, L. & Nkomo, M. (2005) Bringing the SA rainbow into schools. HSRC review. 3(3):15-16.
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Schools in South Africa have become more diverse, posing new challenges for teachers and teacher education. This diversity is multifaceted, encompassing racial, class, gender, In October 2002, a range of institutions and collaborators identified three new areas for research into diversity in education: patterns of enrolment; representation in school textbooks; and how teacher education address...
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Chisholm, L. (2005) The making of South Africa's national curriculum statement. Journal of curriculum studies. 37(2):193-208.
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The paper discusses the relationship of different lobbies, voices, and interests to the curriculum, and argues that a neat translation
between interests and curriculum outcomes is not possible, but that the echoes of struggles, which take both a material and symbolic form, are evident within the final version. The paper describes the influences of a vocational lobby, environmental and history ...
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Chisholm, L. (2005) The politics of curriculum review and revision in South Africa in regional context. Compare: a journal of comparative education. 35(1):79-100.
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Chisholm, L. (2004) Marking matric: overview of the debate. HSRC review. 2(4):6-7.
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Crossley, M., Chisholm, L. & Holmes, K. (2005) Editorial: educational change and evaluation in eastern and southern Africa. Compare: a journal of comparative education. 35(1):1-6.
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Crossley, M., Chisholm, L. & Holmes, K. (2005) Educational change and evaluation in eastern and southern Africa. Compare: a journal of comparative education. 35(1):1-6.
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This Special Issue of Compare builds on such thinking and explores the impact of context and culture upon educational change and evaluation in East and Southern Africa. Together, the articles explore global and national policies `from the bottom up? and demonstrate how `context matters? (Crossley with Jarvis, 2001) more than is often realized in policy circles. The collective analysis has theor...
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McKinney, C. & Chisholm, L. (2003) School integration: local and international perspectives. HSRC review. 1(4):4.
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Newspaper Articles |
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Chisholm, L. Learning about education from history. Business Day. 11. (25 January 2007)
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Chisholm, L. & Nkomo, M. The tough questions of diversity in our schools must yield pratical results. Cape Times. (18 October 2005)
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Conference and Seminar Papers |
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Chisholm, L. (2007) Migration, xenophobia and South African history textbooks. (Paper presented at South African History Society Conference, University of Johannesburg, 24-27 June).
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Chisholm, L. & Hoadley, U. (2006) The new accountability and teachers' work in South Africa. (Paper presented to the Accountability & Teacher's Work Colloquium, HSRC and WITS, 25 January).
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Chisholm, L. & Sujee, M. (2005) Tracking racial integration in South African schools. (Paper presented at the Comparative International Education Society Conference: " Beyond Dichotomies, Stanford University, USA, 22-26 March).
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Chisholm, L. (2003) Gender equality and Curriculum 2005. (Presented at University of London Institute of Education Seminar: Beyond Access: Curriculum for Gender Equality and Quality Basic Education in Schools, London, United Kingdom, 16 September).
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This paper looks first at policy for gender equality in South African education and argues that despite the monumental work of the Gender Equity Task Team in 1996, and commitments by the national department in this regard, policy for the achievement of gender equity is not supported by authority or resources. What exists is the inscription of gender within broader policy frameworks and legislat...
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Chisholm, L. (2003) The politics of curriculum review and revision in South Africa. (Paper presented at the Oxford Conference on The State of Education: Quantity, Quality, Outcomes. University of Oxford U.K., 9-11 September).
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This paper is about the politics surrounding the review and revision of Curriculum 2005 and creation of the Revised National Curriculum Statement which became policy in South Africa in 2002. Curriculum 2005 and the Revised National Curriculum Statement were two steps in the process of curriculum revision undertaken since 1994. Curriculum revision was undertaken in three mains stages or waves: t...
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Chisholm, L.M. (2003) Rural education in South Africa. (Presented at the Kenton-at-Goudini Annual Education Conference, Worcester, South Africa, 30 November).
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Chisholm, L.M., Dhunpath, R. & Paterson, A.N.M. (2003) The use of ICTs in curricula in Botswana, Namibia and Seychelles. (Paper presented to DG's (Permanent Secretaries) of Education, Zanzibar, Tanzania, 27 August).
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