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"This rich volume not only deals with political traditions but gives attention to religious and communal intellectual practices. The scope covers interpretations of traditions such as African nationalism, Afrikaner thought, Black Consciousness, Christianity, feminism, Gandhian ways, Hinduism, Jewish responses, liberalism, Marxism, Muslim voices, Pan Africanism and posivitism. Powerful institutions and individuals were central to the various colonising and apartheid projects that directly controlled and subordinated much of the population. But the social engineering they wrought failed - and spectacularly so. In the wake of this, unintended and unforeseen spaces for individual agency and for the discovery of traditions of thinking have helped change the way we live today. "Only by thinking about these, the ideas that made us who we are, more deeply can we re-imagine our country and the world," says co-editor Peter Vale. This explains why this book, which looks at our past and our present through different lenses, fills an important gap in South Africa's historiography and says new things about its politics."--Back cover

The Assessment and Treatment of Radicalization Scale (ATRS) is designed to quantitatively measure Muslim extremists' ideologies regarding risk areas that are reported in the literature. Utilizing the scale, in this study, using a convenience sample of 1769 from 10 countries (Australia, Canada, Egypt, India, Iran, Iraq, Nigeria, Pakistan, Spain, and South Africa) responded to the ATRS. Results supported previous findings about the reliability and validity of the Assessment and Treatment of Radicalization Scale (ATRS, formerly known as Belief Diversity Scale BDS, Loza, 2007) for assessing Muslim extremists. Suggested cut off scores to use for identifying possible extremists are provided.

Higher education institutions (HEIs) across the globe have turned to online technologies in a bid to address the unprecedented disruption to their educational function, created by physical restrictions implemented during the COVID-19 pandemic. Educators, learning professionals, administrators, managers - all have had to muster the courage and determination to salvage what their infrastructure and means have allowed. "A certain shift in mind-set has occurred. Over-simplified and over-generalised perhaps, but a clear directive was given that 'this has to be done online', in consequence of which the stance changed from 'this can't be done online' to 'how can this be done online?' This was the watershed moment. Even the fiercest opponents of anything technology have been engaging in the shift to online." While such commitment has been generative in actions within the initial period of negotiating the practical problem-solving of the 'pivot online', any self-congratulation and relief should be tempered with critical consideration of the ways in which emergency measures impact on equity in HE. This article offers reflections-in-action by 21 contributors from 18 institutions whose scholarship and/or practice in academic development (broadly conceived) spans 7 countries[1]. As individuals, we were drawn together through networks of existing concerns about equity[2]. Informed by critical traditions of scholarship and practice largely underpinned by a political ethos of social justice in the micro-curriculum, the thematic analysis in this paper outlines contributors' critical deliberations during the initial "firefighting" of this "watershed moment" where the "equality debate now overlaps much more with the digital transformation debate". The piece makes key assertions about what matters for equity at this pivotal moment: the conditional, spatial and institutional matters of context.

This paper reports on the first stage of an international comparative study for the project "Digital educational architectures: Open learning resources in distributed learning infrastructures–EduArc", funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face.

This paper reports on the first stage of an international comparative study for the project "Digital educational architectures: Open learning resources in distributed learning infrastructures-EduArc", funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face.

AbstractProduced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the 'pivot online' to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality - vital, resource and existential - exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.

By now, concerns about how equity and inequality are playing out in the 'pivot' to remote teaching and learning are common in the press and most mainstream political and policy discourses. But early on, questions about the risks to equity and the related responses to such risks within institutions of higher education were being raised. Of these, which concerns for the future post-pandemic persist? As teaching and learning professionals and academics from 15 diverse universities in South Africa, we deliberated through collective reflection what we were experiencing, observing, designing and trying to mitigate in Emergency Remote Teaching and Learning (ERTL). Collecting our reflections and raising critical concerns, we collated these in May 2020 during the first semester of the academic year in South Africa, as the country entered a sudden State of Disaster with severe lockdown restrictions. Nine themes emerged from our reflective narratives that provide insight, from the diverse and unequal positions we found ourselves in, into the current status of responses to Covid-19 with regard to teaching and learning through an equity lens.

Struggles for environmental justice involve communities mobilising against powerful forces which advocate 'development', driven increasingly by neoliberal imperatives. In doing so, communities face questions about their alliances with other groups, working with outsiders and issues of class, race, ethnicity, gender, worker/community and settler/indigenous relationships. Written by a wide range of international scholars and activists, contributors explore these dynamics and the opportunities for agency and solidarity. They critique the practice of community development professionals, academics, trade union organisers, social movements and activists and inform those engaged in the pursuit of justice as community, development and environment interact