Thematische Bibliographien / Education South Australia History

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Education South Australia History“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 31. Januar 2023

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Zeitschriftenartikel zum Thema "Education South Australia History"

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Stewart, Alistair. „Becoming-Speckled Warbler: Re/creating Australian Natural History Pedagogy“. Australian Journal of Environmental Education 27, Nr. 1 (2011): 68–80. http://dx.doi.org/10.1017/s0814062600000082.

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AbstractThe speckled warbler and other woodland birds of south-eastern Australia have declined dramatically since European settlement; many species are at risk of becoming locally and/or nationally extinct. Coincidently, Australian environmental education research of the last decade has largely been silent on the development of pedagogy that refects the natural history of this continent (Stewart, 2006). The current circumstances that face the speckled warbler, I argue, is emblematic of both the state of woodland birds of south-eastern Australia, and the condition of natural history pedagogy within Australian environmental education research. In this paper I employ Deleuze and Guattari's (1987) philosophy “becoming-animal” to explore ways that the life and circumstances of the speckled warbler might inform natural history focused Australian environmental education research. The epistemology and ontology ofbecoming-speckled warbleroffers a basis to reconsider and strengthen links between Australian natural history pedagogy and notions of sustainability.
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Pickett, Bronte, und Scott Polley. „Investigating The History Of Outdoor Education In South Australia“. Journal of Outdoor and Environmental Education 5, Nr. 2 (April 2001): 49–53. http://dx.doi.org/10.1007/bf03400734.

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Whitehead, Kay. „Australian women educators’ internal exile and banishment in a centralised patriarchal state school system“. Historia y Memoria de la Educación, Nr. 17 (18.12.2022): 255–90. http://dx.doi.org/10.5944/hme.17.2023.33121.

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This article explores Australian women teachers’ struggles for equality with men from the late nineteenth to the mid-twentieth century. While Australia purported to be a progressive democratic nation, centralised patriarchal state school systems relied on women teachers to fulfil the requirements of free, compulsory and secular schooling. This study focuses on the state of South Australia where women were enfranchised in 1894, far ahead of European countries. However, women teachers were subjected to internal exile in the state school system, and banished by the marriage bar. The article begins with the construction of the South Australian state school system in the late nineteenth century. The enforcement of the marriage bar created a differentiated profession of many young single women who taught prior to marriage; a few married women who required an income; and a cohort of senior single women who made teaching a life-long career and contested other forms of subordination to which all women teachers were subject. Led by the latter group, South Australian women teachers pursued equality in early twentieth century mixed teachers unions and post-suffrage women’s organisations; and established the Women Teachers Guild in 1937 to secure more equal conditions of employment. The paper concludes with the situation after World War Two when married women were re admitted to the state school system to resolve teacher shortages; and campaigns for equal pay gathered momentum. In South Australia, the marriage bar was eventually removed in 1972.
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Leverenz, Peter. „Australian studies in the South Australia certificate of education“. Journal of Australian Studies 15, Nr. 29 (Juni 1991): 6–11. http://dx.doi.org/10.1080/14443059109387051.

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Jackson, Stephen James. „“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980“. History of Education Review 49, Nr. 2 (16.10.2020): 249–62. http://dx.doi.org/10.1108/her-01-2020-0006.

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PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.
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Preston, Lesley. „Voices from technical education: Shepparton South Technical School, Victoria, Australia“. History of Education Review 37, Nr. 2 (14.10.2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.

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Whitehead, Kay. „German Schools and Teachers in Nineteenth‐Century South Australia“. Paedagogica Historica 37, Nr. 1 (Januar 2001): 55–68. http://dx.doi.org/10.1080/0030923010370104.

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Trethewey, Lynne. „Lucy Spence Morice: ‘mother of kindergartens’ in South Australia“. History of Education Review 37, Nr. 2 (14.10.2008): 14–25. http://dx.doi.org/10.1108/08198691200800007.

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Trethewey, Lynne. „Solving "The Retardation Problem" in Primary Education: The Case of South Australia“. History of Education Quarterly 39, Nr. 3 (1999): 263. http://dx.doi.org/10.2307/370009.

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McLean, Lorna. „The march to nation: citizenship, education, and the Australian way of life in New South Wales, Australia, 1940s‐1960s“. History of Education Review 37, Nr. 1 (24.06.2008): 34–47. http://dx.doi.org/10.1108/08198691200800003.

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Dissertationen zum Thema "Education South Australia History"

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Wigman, Albertus. „Childhood and compulsory education in South Australia : a cultural-political analysis“. Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.

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O'Connor, Brian Edward. „History of Queen's College North Adelaide 1883-1949“. Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09EDM/09edmo183.pdf.

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Trethewey, Lynne. „A history of age grading in South Australian primary schools, 1875-1990 /“. Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.

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Vick, Malcolm John. „Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /“. Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Pettingell, Judith Ann. „Panics and Principles: A History of Drug Education Policy in New South Wales 1965-1999“. University of Sydney, 2008. http://hdl.handle.net/2123/4150.

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PhD
When the problem of young people using illegal drugs for recreation emerged in New South Wales in the 1960s drug education was promoted by governments and experts as a humane alternative to policing. It developed during the 1970s and 1980s as the main hope for preventing drug problems amongst young people in the future. By the 1990s drug policy experts, like their temperance forbears, had become disillusioned with drug education, turning to legislative action for the prevention of alcohol and other drug problems. However, politicians and the community still believed that education was the best solution. Education Departments, reluctant to expose schools to public controversy, met minimal requirements. This thesis examines the ideas about drugs, education and youth that influenced the construction and implementation of policies about drug education in New South Wales between 1965 and 1999. It also explores the processes that resulted in the defining of drug problems and beliefs about solutions, identifying their contribution to policy and the way in which this policy was implemented. The thesis argues that the development of drug education over the last fifty years has been marked by three main cycles of moral panic about youth drug use. It finds that each panic was triggered by the discovery of the use of a new illegal substance by a youth subculture. Panics continued, however, because of the tension between two competing notions of young people’s drug use. In the traditional dominant view ‘drug’ meant illegal drugs, young people’s recreational drug use was considered to be qualitatively different to that of adults, and illegal drugs were the most serious and concerning problem. In the newer alternative ‘public health’ view which began developing in the 1960s, illicit drug use was constructed as part of normal experimentation, alcohol, tobacco and prescribed medicines were all drugs, and those who developed problems with their use were sick, not bad. These public health principles were formulated in policy documents on many occasions. The cycles of drug panic were often an expression of anxiety about the new approach and they had the effect of reasserting the dominant view. The thesis also finds that the most significant difference between the two discourses lies in the way that alcohol is defined, either as a relatively harmless beverage or as a drug that is a major cause of harm. Public health experts have concluded that alcohol poses a much greater threat to the health and safety of young people than illegal drugs. However, parents, many politicians and members of the general community have believed for the last fifty years that alcohol is relatively safe. Successive governments have been influenced by the economic power of the alcohol industry to support the latter view. Thus the role of alcohol and its importance to the economy in Australian society is a significant hindrance in reconciling opposing views of the drug problem and developing effective drug education. The thesis concludes that well justified drug education programs have not been implemented fully because the rational approaches to drug education developed by experts have not been supported by the dominant discourse about the drug problem. Politicians have used drug education as a populist strategy to placate fear but the actual programs that have been developed attempt to inform young people and the community about the harms and benefits of all drugs. When young people take up the use of a new mood altering drug, the rational approach developed by public health experts provokes intense anxiety in the community and the idea that legal substances such as alcohol, tobacco and prescribed drugs can cause serious harm to young people is rejected in favour of an approach that emphasizes the danger of illegal drug use.
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Reid, Helen M. J. „Age of transition : a study of South Australian private girls' schools 1875-1925 /“. Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.

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Jose, Jim. „Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.

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Wicks, Keren. „"Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /“. Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.

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Jarrett, Jennifer Ann. „Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /“. Connect to full text, 2003. http://hdl.handle.net/2123/5673.

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Kay, Stewart C. „Springfield, South Australia : a developmental history /“. Title page, contents and introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09AR/09ark23.pdf.

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Bücher zum Thema "Education South Australia History"

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Vicary, Adrian. In the interests of education: A history of education unionism in South Australia. St. Leonards, N.S.W: Allen & Unwin, 1997.

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Aboriginal music, education for living: Cross-cultural experiences from South Australia. St. Lucia, Qld: University of Queensland Press, 1985.

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Nothing seemed impossible: Women's education and social change in South Australia, 1875-1915. St. Lucia: University of Queensland Press, 1985.

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Long division: State schooling in South Australian society. Netley, S. Aust: Wakefield Press, 1986.

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Clean, clad, and courteous: A history of Aboriginal education in New South Wales. Sydney: J. Fletcher, 1989.

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Larsson, Yvonne. The World Education Fellowship: Its origins and development with particular emphasis on New South Wales, the first Australian section. London: Australian Studies Centre, Institute of Commonwealth Studies, University of London, 1987.

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Christobel, Mattingley, und Hampton Ken 1937-1987, Hrsg. Survival in our own land: "Aboriginal" experiences in "South Australia" since 1836. Adelaide, S. Aust: Wakefield Press, 1988.

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Mayfield, John. Golden Grove: A secondary education complex in South Australia. Paris: Organisation for Economic Co-operation and Development, Programme on Educational Building, 1989.

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Selleck, R. J. W. Education in Australia: Selected topics. Edmonton, AB: University of Alberta, Dept. of Educational Foundations, 1989.

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Haas, Adrian R. Para-professional engineering education in Australia. Hobart, Tasmania, Australia: Australian Institute of Engineering, 1986.

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Buchteile zum Thema "Education South Australia History"

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Whitehead, Kay. „Troubling Gender Relations with the Appointment of ‘That Lady Inspector’ in Post-suffrage South Australia“. In ‘Femininity’ and the History of Women's Education, 89–118. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54233-7_5.

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Peel, Mark, und Christina Twomey. „The Great South Land: 1500–1800“. In A History of Australia, 15–23. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-60551-1_2.

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Peel, Mark, und Christina Twomey. „The Great South Land: 1500–1800“. In A History of Australia, 15–23. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-35766-2_2.

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Peel, Mark, und Christina Twomey. „Free and Unfree: Reforming New South Wales, 1803–29“. In A History of Australia, 39–48. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-60551-1_4.

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Peel, Mark, und Christina Twomey. „Free and Unfree: Reforming New South Wales, 1803–29“. In A History of Australia, 39–48. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-35766-2_4.

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Dangbégnon, Ophélie. „South African Language History“. In The Education Systems of Africa, 1–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_27-1.

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Dangbégnon, Ophélie. „South African Language History“. In The Education Systems of Africa, 585–602. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_27.

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Sarwal, Amit. „South Asian Diaspora in Australia: History, Research, and Literature“. In South Asian Diaspora Narratives, 39–69. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3629-3_2.

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Clark, Anna. „Australia“. In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 81–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_4.

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Johnson, Mark S., und Peter N. Stearns. „Education in South and East Asia“. In Education in World History, 32–42. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315817354-5.

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Konferenzberichte zum Thema "Education South Australia History"

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Elders*, Christopher F., Gareth J. O'Neill und Enos Mudinzwa. „The Pre-Permian history of the North Perth and South Carnarvon Basins, Western Australia“. In International Conference and Exhibition, Melbourne, Australia 13-16 September 2015. Society of Exploration Geophysicists and American Association of Petroleum Geologists, 2015. http://dx.doi.org/10.1190/ice2015-2210776.

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Gardner, John C. H., M. Reza Hosseini, Raufdeen Rameezdeen und Nicholas Chileshe. „Building Information Modelling (BIM) Education in South Australia: Industry Needs“. In International Conference on Engineering, Project, and Production Management. Association of Engineering, Project, and Production Management, 2014. http://dx.doi.org/10.32738/ceppm.201411.0030.

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Swift*, Michael, und Hugh Davies. „A History of Extensional, Compressional, Foreland and Now Extensional Tectonics in South Eastern Papua New Guinea“. In International Conference and Exhibition, Melbourne, Australia 13-16 September 2015. Society of Exploration Geophysicists and American Association of Petroleum Geologists, 2015. http://dx.doi.org/10.1190/ice2015-2208854.

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Kernen, Rachelle, Elizabeth Anthony, Jason Ricketts, Julian Biddle und Jose A. Garcia. „THERMAL ALTERATION HISTORY OF NEOPROTEROZOIC BASALT XENOLITHS IN THE PATAWARTA AND WITCHELINA DIAPIRS, FLINDERS AND WILLOURAN RANGES, SOUTH AUSTRALIA“. In 51st Annual GSA South-Central Section Meeting - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017sc-289119.

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Waggitt, Peter, und Mike Fawcett. „Completion of the South Alligator Valley Remediation: Northern Territory, Australia“. In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16198.

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13 uranium mines operated in the South Alligator Valley of Australia’s Northern Territory between 1953 and 1963. At the end of operations the mines, and associated infrastructure, were simply abandoned. As this activity preceded environmental legislation by about 15 years there was neither any obligation, nor attempt, at remediation. In the 1980s it was decided that the whole area should become an extension of the adjacent World Heritage, Kakadu National Park. As a result the Commonwealth Government made an inventory of the abandoned mines and associated facilities in 1986. This established the size and scope of the liability and formed the framework for a possible future remediation project. The initial program for the reduction of physical and radiological hazards at each of the identified sites was formulated in 1989 and the works took place from 1990 to 1992. But even at this time, as throughout much of the valley’s history, little attention was being paid to the long term aspirations of traditional land owners. The traditional Aboriginal owners, the Gunlom Land Trust, were granted freehold Native Title to the area in 1996. They immediately leased the land back to the Commonwealth Government so it would remain a part of Kakadu National Park, but under joint management. One condition of the lease required that all evidence of former mining activity be remediated by 2015. The consultation, and subsequent planning processes, for a final remediation program began in 1997. A plan was agreed in 2003 and, after funding was granted in 2005, works implementation commenced in 2007. An earlier paper described the planning and consultation stages, experience involving the cleaning up of remant uranium mill tailings and other mining residues; and the successful implementation of the initial remediation works. This paper deals with the final planning and design processes to complete the remediation programme, which is due to occur in 2009. The issues of final containment design and long term stewardship are addressed in the paper as well as some comments on lessons learned through the life of the project.
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Bahri, Amiruddin und Andi Dewi Riang Tati. „Identifying Character of Lempu in Local History Lesson of South Sulawesi“. In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.71.

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Gardeazabal Penuela, Luis Francisco, und Tanya Mackay. „UNIVERSITY OF SOUTH AUSTRALIA STUDENT UNION (USASA) ADVOCACY INTERNSHIP PROGRAM: STUDENT PARTNERSHIP IN ACTION“. In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1379.

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de Souza-Daw, Tony, und Le Hoang Ngoc. „Practicality of teaching computers and related courses: Experiences in Africa, South-East Asia and Australia“. In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201016.

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Johnstone, Penelope. „Accommodating Diversity of the 21st CenturyLanguage learner in primary Languages Education inNew South Wales, Australia.“ In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.138.

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RWD, Farida, Nanda Julian Utama und Rosmaida Sinaga. „The Oral Tradition as a Source of Learning The Local History of South Sumatera“. In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.105.

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Berichte der Organisationen zum Thema "Education South Australia History"

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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, März 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.
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2

Cunningham, Stuart, und Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis - Innovation Precincts in Adelaide. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206903.

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There is a fraught history to the relationship between creative industries on the one hand and innovation and entrepreneurship policy and programs on the other. Such policy and program frameworks have rarely been inclusive of creative industries... This is, however, what we see happening in South Australia.
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3

Keinan, Ehud. Asian Chemists speak with one voice. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00001.

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Dear Reader, the newly born AsiaChem magazine echoes the voice of the Federation of Asian Chemical Societies (FACS). We believe that this biannual, free-access magazine will attract worldwide attention because it comprises diverse articles on cutting-edge science, history, essays, interviews, and anything that would interest the broad readership within the chemical sciences. All articles are authored by scientists who were born in Asian countries or actively working in Asia. Thus, eight FACS countries, including Australia, China, India, Israel, Jordan, South Korea, Taiwan, and Turkey, are represented in this inaugural issue.
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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.
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