Azeem Badroodien

• PHD
• Director of School of Education at University of Cape Town

Project Flyer: The PEER Network

How does spatial difference, class, race, generation, and gender shape the ways in which school actors engage in peace-building in arenas of violence? How is peace understood in such contexts and how is violence defined and explained? It uses the Eastern Cape example to illustrate and analyse how teachers, learners, and communities define ‘violence...

This paper argues that processes of self-creation are significantly influenced by experiences of schooling, of which language forms a critical aspect. The school is a central site in which identities are contested, negotiated and affirmed, but it is also imbibed with a particular identity that, in the South African context, often remains expressly...

Final Synthesis Report of the ESRC/DFID Poverty Alleviation Fund Research Project This publication is a part of the ‘Engaging teachers in peacebuilding in post-conflict contexts: Evaluating education interventions in Rwanda and South Africa’ research project. The work was funded by the ESRC/DFID Joint Fund for Poverty Alleviation and led by Yusuf S...

This policy brief draws together the final synthesis findings from the ESRC-DFID Pathways to Poverty Alleviation Research Grant ‘The Role of Teachers in Peacebuilding and Social Cohesion in Rwanda and South Africa’ led by the University of Sussex in collaboration with the University of Rwanda, Kigali, Rwanda and the Cape Peninsula University of Tec...

Continuing Professional Teacher Development in Sub-Saharan Africa explores the prospects that the on-going continuous professional development (CPD) of teachers working in schools offers for meaningful change, particularly towards improving the quality of educational provision for the majority of the continent’s children. By reflecting on teacher p...

Continuing Professional Teacher Development in Sub-Saharan Africa explores the prospects that the on-going continuous professional development (CPD) of teachers working in schools offers for meaningful change, particularly towards improving the quality of educational provision for the majority of the continent’s children. By reflecting on teacher p...

The chapter explores how education and teachers are conceptualised within policymaking in relation to building social cohesion in South Africa. More specifically, it considers the intended educational goals of social cohesion initiatives, its value in schools in reducing societal conflict, and its objective to foster enduring forms of social justic...

School teachers play a central role in preparing the national and global citizens of tomorrow with the skills, knowledge and attitudes to contribute to peaceful democratic societies. Teachers promote social cohesion through engaging learners with an inclusive curriculum that addresses issues of social justice (See Policy Brief No. 3 (2017) Engaging...

The late Nelson Mandela is regarded as a unique example of universal humaneness in the late 20th and early 21st century. He is endeared as an important political and historical figure whose legacy represents a beacon of hope in a deeply fragile, violent, and fragmented global world. For many individuals, organisations, and national governments, thi...

Engaging Teachers in Peacebuilding in Post-Conflict Contexts – Evaluating Education Interventions in South Africa. publication dateOct 2017 publication descriptionESRC/DFID Research Report, University of Sussex, UK & Centre for International Teacher Education (CITE), South Africa publication descriptionAuthors: Yusuf Sayed, Azeem Badroodien, Yunus...

Initial teacher education (ITE) is a key focus in current policy particularly in respect to shaping student teachers' dispositions and capabilities to effect change within the systems they will work, and for the learners they will teach. Teachers' pedagogic strategies also mediate inequalities and continuities within the education system, linked to...

This paper reports the initial results from a representative survey of teachers in the WesternCape regarding their views of professionalism and accountability. This is the first survey ofits kind in South Africa. Preliminary analysis of the data from 115 public schools suggeststhat teachers at no-fee schools, who are predominantly black women, repo...

This article draws from a qualitative research project completed at Victoria High School (pseudonym) in Cape Town in 2012 which explored 13 learners' perspectives of achievement and its influence on their lives and thinking. The piece problematises and analyses taken-for-granted connections between money, achievement, youth aspirations and views of...

Incl. abstract, bibl. This paper adds to debates about international influences on education policies in developing countries by shifting focus onto the particular experiences of South Africa. This provides a valuable new perspective in at least two ways. First, the study considers the typically neglected area of skills development policy (construc...

Against the backdrop of training provision in the apartheid era and a description of the promulgation of a new skills development regime post‐1994, this article considers the status and distribution of enterprise training in contemporary South Africa. It is found that reasonable progress is being made with training in large and medium‐sized firms a...

This paper unpacks the ways in which race and modernity shaped perceptions of crime, disorder, and poverty in South Africa by looking at how aspects of inequality and injustice were inscribed into discourses of disorder in the past. Historically, the issues of race and poverty in South Africa were often used in traditional urban settings to produce...

The primary task of this thesis is to explain the establishment of the 'correctional institution', the Ottery School of Industrues, in Cape Town in 1948 and the programmes of rehabilitation, correctional and vocational training and residential care that the institution developed in the period until 1968. This explanation is located in the wider con...