Crain Soudien
Datos Biográficos
| ID | 78271 |
|---|---|
| NOMBRE | Crain Soudien |
| NOMBRES | Crain |
| APELLIDO | Soudien |
| FIRMA | SOUDIEN C |
| AFILIACIONES | University of Cape Town |
| ORCID | 0000-0002-9934-6532 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 49 |
| TOTAL DE CITAS | 90 |
| TOTAL COMO AUTOR | 49 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1996 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 6 |
Apprehending the subject? The significance of the categorisation debate in decolonial studies for the social sciences
The Quest for Educational Equity in Schools in South Africa
The quest for educational equity in South Africa takes its impetus from the country's transition to democracy in 1994. The country faced the challenge of overcoming deep systemic inequality-both racial and class-based-caused by three hundred fifty years of colonialism and apartheid. The African National Congress undertook a process to equalize the educational system and expand opportunities for students. Significant progress has been made in addr…
Race, class, and the democratic project in contemporary South African education
Democratization of the South African education system was significantly advanced by the South African Schools Act (SASA) promulgated in 1996. SASA gave parents the power to direct the course and substance of their children’s education in important ways. The circumstances of its origination, however, left in place crucial features of the country’s apartheid education system. Central among these were white parent’s rights to determine their schools…
Learning from the Movement for Black Lives
This opening editorial for the special issue “Black Lives Matter and Global Struggles for Racial Justice in Education” engages with the theory and praxis of Black Lives Matter (BLM). One cannot fully understand the powerful intellectual and political work of BLM without considering the macro-level structural forces of state violence, racial capitalism, and anti-Blackness that BLM boldly challenges. To this end, the editorial first outlines the or…
Studying While Black
Previous articleNext article FreeBook ReviewsStudying While Black: Race, Education and Emancipation in South African Universities by Sharlene Swartz, Alude Mahali, Relebohile Moletsane, Emma Arogundade, Nene Ernest Khalema, Adam Cooper, and Candice Groenewald. Cape Town: HSRC Press, 2018. 258 pp. US$29.95 (paper). ISBN 978-0-7969-2508-4.Crain SoudienCrain SoudienNelson Mandela University Search for more articles by this author PDFPDF PLUSFull Tex…
The case for educational reparations
This paper presents an examination of the education Sustainable Development Goal (SDG 4) through the lens of race. It argues, at this mid-way point of the SDGs, that race continues to be erased, acting as an absent presence, in global educational policy, practice and goals. To address this, the paper calls for a radical review of contemporary development discourse such that the SDGs, and in particular SDG 4, are framed in ways that acknowledge hi…
A re-reading of Ben Kies’s “The Contribution of the Non European Peoples to World Civilisation”
This article undertakes a critical review of the lecture on “The Contribution of the Non-European Peoples to World Civilisation” which the left-wing Cape Town intellectual Ben Kies makes in Cape Town in 1953. The argument is made that the lecture signals not only a break with dominant thinking about human progress, but in its framing of world history both anticipates the contribution of the Indian subaltern movement and offers new analytics for e…
Special Issue
Complexities of difference and their significance for managing inequality in learning
The long read
At almost every election, Americans are inclined to say that this is the most consequential election in American history. 2020 is no exception. However, what is particularly remarkable about the No
Unconditionally Human? Decolonising Human Rights
Cape Radicals
In 1937 a group of young Capetonians, socialist intellectuals from the Workers' Party of South Africa and the Non-European Unity Movement, embarked on a remarkable public education and cultural project they called the New Era Fellowship (NEF). Taking a position of non-collaboration and non-racialism, the NEF played a vital role in challenging society's responses to events ranging from the problem of taking up arms during the Second World War for …
New Accents on the Social
Debates about the social, in other words the structure and nature of society – its constituent parts, their relationships and how they are explained – are not unusual in the histories, sociologies
Johannesburg's Portraits
Tydskrif vir Letterkunde is an online, peer-reviewed, accredited scholarly journal which publishes original, previously unpublished research and overview articles on theoretical, applied or comparative aspects of African literatures and cultural practices.
Institutionalising racial segregation in the South African school
This essay attempts to show how the Social Darwinist thinking of white racial superiority, and so, ultimately, white supremacy, came to be institutionalised in law in South Africa. It looks specifically at the making and institutionalisation of the School Board Act (SBA) of 1905 of the Colony of the Cape of Good Hope. It argues that the SBA contains one of the first constitutive moves that are made in the South Africa that is to emerge with the A…
Obituary
It is with my deepest sorrow that I announce the untimely death of the passing of Dr Dimitri Tassiopoulos.Dr Dimitri Tassiopoulos was a Chief Research Manager with Social Aspects of HIV/AIDS Resear
The Shifting Sands of Academic Output
A brief engagement with some conceptual challenges in the discussion about ‘race’ and racism
At issue in this discussion is a question of knowledge and how those who work in education use the knowledge at their disposal in practice. How do they, firstly, work with the almost universal consensus that ‘race’ as a biological phenomenon has no inherent substance but that its equally almost universal social acceptance makes it real? Having come to their conclusions, secondly, how do they work educationally with the complexity of the ideologic…
Nelson Mandela, Robben Island and the Imagination of a New South Africa
The purpose of this article is to argue that the Robben Island prison experience between 1962 and the early 1990s makes an important contribution to the South African debate on the nature of belonging. In this article I focus on Nelson Mandela's imagination of belonging. I show how, through the process of formal study and the informal flowering of seminars, and particularly the debates and engagements that take place, Mr Mandela and his fellow pr…
Thinking about the significance of Nelson Mandela for education
We have arrived, almost inevitably, at the point where Nelson Mandela’s significance for education needs to be scholarly discussed. In the period building up to and in the wake of his death in Dece
Bearding the Capability Deprivation Machine
The purpose of this essay is to reflect on how we in South Africa are managing the task of higher education in an environment marked by poverty. The paper makes the argument that the question of how to proceed when considering the relationship between the phenomenon of poverty and the experience of education is regularly resolved through invoking the syllogism that increased levels of education will bring about increased levels of income. Drawing…
Bearding the Capability Deprivation Machine
The purpose of this essay is to reflect on how we in South Africa are managing the task of higher education in an environment marked by poverty. The paper makes the argument that the question of how to proceed when considering the relationship between the phenomenon of poverty and the experience of education is regularly resolved through invoking the syllogism that increased levels of education will bring about increased levels of income. Drawing…
Compare Forum
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
Race' and Its Contemporary Confusions
Global Education Inc
The “A” factor
The Reconstitution of Privilege
This article draws upon ongoing school-based work to examine the nature of the integration process in South African schools, and its significance for redrawing the lines of privilege and subordination in South Africa. Focusing on former White schools, the article argues that an asymmetry continues to exist in the contact that takes place between White and Black. The essential impetus of this asymmetry is to produce practices of cultural assimilat…
We Know Why We're Here’
With the abolition of formal apartheid in education in South Africa there has been a movement of children classified African into schools which were previously reserved for Indians, 'coloureds' and whites. While this development has yielded a number of highly positive outcomes, of concern, has been the difficulty host schools have encountered in dealing with the social, cultural and economic backgrounds which entering children have brought with t…
Decentralisation and the construction of inclusion education policy in South Africa
This paper critically reviews the ways in which the policy of education decentralisation in post‐apartheid South Africa results in both forms of inclusion and new forms of exclusion. Drawing on a two‐year research project carried out in three provinces in South Africa, it shows how in the governance of schools, new forms of exclusion are being generated. It thus throws into sharp relief the policy effects of education decentralisation in South Af…
Learning and equitable access in the Western Cape, South Africa
Silent exclusion, when children register and attend school but learn little, is a critical feature of educational access in South Africa. Several international studies (e.g. TIMMS, SACMEQ) have shown that despite high levels of investment, South African schools perform poorly in relation to other countries at similar levels of income. Equitable access is yet to be achieved with wide variations in the quality of access between sub‐populations. Thi…
The asymmetries of contact
The essential argument made in this paper is that contact in the South African school is structured around fundamentally asymmetric relations of ‘knowing’ between groups. Three distinct periods are delineated, the first of which (1976–1990) contained the most substantial ideas and contributions to debates and actual steps taken with respect to social difference. The subsequent two periods (1990–1994 and 1994–present) failed to draw on the experie…
Certainty and Ambiguity in Youth Identities in South Africa
(2001). Certainty and Ambiguity in Youth Identities in South Africa: Discourses in transition. Discourse: Studies in the Cultural Politics of Education: Vol. 22, No. 3, pp. 311-326
Compare Forum
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
Integrating South African Schools
The case for educational reparations
This paper presents an examination of the education Sustainable Development Goal (SDG 4) through the lens of race. It argues, at this mid-way point of the SDGs, that race continues to be erased, acting as an absent presence, in global educational policy, practice and goals. To address this, the paper calls for a radical review of contemporary development discourse such that the SDGs, and in particular SDG 4, are framed in ways that acknowledge hi…
Bearding the Capability Deprivation Machine
The purpose of this essay is to reflect on how we in South Africa are managing the task of higher education in an environment marked by poverty. The paper makes the argument that the question of how to proceed when considering the relationship between the phenomenon of poverty and the experience of education is regularly resolved through invoking the syllogism that increased levels of education will bring about increased levels of income. Drawing…
Race' and Its Contemporary Confusions
(Re)Framing Education Exclusion and Inclusion Discourses
Education in the network age
Teacher responses to rationalisation
New Accents on the Social
Debates about the social, in other words the structure and nature of society – its constituent parts, their relationships and how they are explained – are not unusual in the histories, sociologies
Institutionalising racial segregation in the South African school
This essay attempts to show how the Social Darwinist thinking of white racial superiority, and so, ultimately, white supremacy, came to be institutionalised in law in South Africa. It looks specifically at the making and institutionalisation of the School Board Act (SBA) of 1905 of the Colony of the Cape of Good Hope. It argues that the SBA contains one of the first constitutive moves that are made in the South Africa that is to emerge with the A…
The Shifting Sands of Academic Output
A brief engagement with some conceptual challenges in the discussion about ‘race’ and racism
At issue in this discussion is a question of knowledge and how those who work in education use the knowledge at their disposal in practice. How do they, firstly, work with the almost universal consensus that ‘race’ as a biological phenomenon has no inherent substance but that its equally almost universal social acceptance makes it real? Having come to their conclusions, secondly, how do they work educationally with the complexity of the ideologic…
Thinking about the significance of Nelson Mandela for education
We have arrived, almost inevitably, at the point where Nelson Mandela’s significance for education needs to be scholarly discussed. In the period building up to and in the wake of his death in Dece
The Ethics of Self-Rule
Male violence among and perpetrated by young South Africans is a major social question for the state and for social analysts. For the state the issue is fundamentally that of prevention. Social analysts concur but also seek to understand what lies behind it. Using as its point of departure contemporary scholars such as Aernout Zevenbergen, who ask what it means to be a man today, this article draws on the work of Slavoj Žižek and Gandhi to ask wh…
Emerging Discourses Around Identity in New South African Museum Exhibitions
This essay looks at key post-apartheid museum initiatives with a view to understanding the character of the new counter-apartheid identity forms they are beginning to generate. Important questions framing this enquiry deal with the content of this new and inclusive South African identity: what does it stand for and what are the politics that underpin it? During apartheid, as Deacon (Citation2004: 119) explains, the project of the museum was large…
Caste, Class and Race
This essay is based on a study conducted from 2002 to 2004, Inclusion and Exclusion in Indian and South African Schools (Inexsa), which sought to explore processes of inclusion/exclusion at community and school levels in selected schools in India and South Africa. This examination entailed a focus on race in the South African context and on caste in the Indian setting
Transformation and Outcomes-Based Education in South Africa
Crain Soudien, Jean Baxen, Transformation and Outcomes-Based Education in South Africa: Opportunities and Challenges, The Journal of Negro Education, Vol. 66, No. 4, Education in a New South Africa: The Crises of Conflict, the Challenges of Change (Autumn, 1997), pp. 449-459
Race, Culture and Curriculum Development in the USA
This study, based on the writer's participation in a curriculum development programme in a large school district in a city in the north‐east corner of the USA, examines the process by which groups described as minorities, particularly African‐Americans, seek to impact on mainstream school curricula. The context against which the study works is that of an African‐American community seeking to challenge the curriculum for the punitive effects it ha…
Guest Editors' Comments
Herma Williams, James Earl Davis, Crain Soudien, Guest Editors' Comments: Introduction and Overview. The Birth of a New Nation, The Journal of Negro Education, Vol. 66, No. 4, Education in a New South Africa: The Crises of Conflict, the Challenges of Change (Autumn, 1997), pp. 351-353
Transformation and Outcomes-Based Education in South Africa
Crain Soudien, Jean Baxen, Transformation and Outcomes-Based Education in South Africa: Opportunities and Challenges, The Journal of Negro Education, Vol. 66, No. 4, Education in a New South Africa: The Crises of Conflict, the Challenges of Change (Autumn, 1997), pp. 449-459
We Know Why We're Here’
With the abolition of formal apartheid in education in South Africa there has been a movement of children classified African into schools which were previously reserved for Indians, 'coloureds' and whites. While this development has yielded a number of highly positive outcomes, of concern, has been the difficulty host schools have encountered in dealing with the social, cultural and economic backgrounds which entering children have brought with t…
Re-imagining, remaking or imposing identity
(2000). Re‐imagining, remaking or imposing identity: South Africa in a connected world. Social Dynamics: Vol. 26, No. 1, pp. 37-42
Teacher responses to rationalisation
Certainty and Ambiguity in Youth Identities in South Africa
(2001). Certainty and Ambiguity in Youth Identities in South Africa: Discourses in transition. Discourse: Studies in the Cultural Politics of Education: Vol. 22, No. 3, pp. 311-326
Education in the network age
Routes to Adulthood
(Re)Framing Education Exclusion and Inclusion Discourses
Integrating South African Schools
Decentralisation and the construction of inclusion education policy in South Africa
This paper critically reviews the ways in which the policy of education decentralisation in post‐apartheid South Africa results in both forms of inclusion and new forms of exclusion. Drawing on a two‐year research project carried out in three provinces in South Africa, it shows how in the governance of schools, new forms of exclusion are being generated. It thus throws into sharp relief the policy effects of education decentralisation in South Af…
The “A” factor
Complex Alliances
(2006). Complex Alliances: The Institutionalization of Comparative Education in South Africa in the Context of Apartheid and the Cold War. European Education: Vol. 38, Post-Cold War Studies in Education (I), pp. 60-81
The asymmetries of contact
The essential argument made in this paper is that contact in the South African school is structured around fundamentally asymmetric relations of ‘knowing’ between groups. Three distinct periods are delineated, the first of which (1976–1990) contained the most substantial ideas and contributions to debates and actual steps taken with respect to social difference. The subsequent two periods (1990–1994 and 1994–present) failed to draw on the experie…
Caste, Class and Race
This essay is based on a study conducted from 2002 to 2004, Inclusion and Exclusion in Indian and South African Schools (Inexsa), which sought to explore processes of inclusion/exclusion at community and school levels in selected schools in India and South Africa. This examination entailed a focus on race in the South African context and on caste in the Indian setting
Emerging Discourses Around Identity in New South African Museum Exhibitions
This essay looks at key post-apartheid museum initiatives with a view to understanding the character of the new counter-apartheid identity forms they are beginning to generate. Important questions framing this enquiry deal with the content of this new and inclusive South African identity: what does it stand for and what are the politics that underpin it? During apartheid, as Deacon (Citation2004: 119) explains, the project of the museum was large…
Learning and equitable access in the Western Cape, South Africa
Silent exclusion, when children register and attend school but learn little, is a critical feature of educational access in South Africa. Several international studies (e.g. TIMMS, SACMEQ) have shown that despite high levels of investment, South African schools perform poorly in relation to other countries at similar levels of income. Equitable access is yet to be achieved with wide variations in the quality of access between sub‐populations. Thi…
The Reconstitution of Privilege
This article draws upon ongoing school-based work to examine the nature of the integration process in South African schools, and its significance for redrawing the lines of privilege and subordination in South Africa. Focusing on former White schools, the article argues that an asymmetry continues to exist in the contact that takes place between White and Black. The essential impetus of this asymmetry is to produce practices of cultural assimilat…
Interrogating the nature of the ‘universal’ in South Africa's new educational order
This paper examines the relationship between the South African knowledge enterprise and citizenship in terms of the ontologies it authorises. It is especially interested in how education comes to be used in particular settings to privilege particular ways of being. In relation to this it asks what notions of the subject and his or her relation to the social and the natural world inhabit the organisation of the school and its curriculum and how th…
The challenge of comparison
Quality’s ‘others’?” The politics of bordering and re-bordering our educational standards
The Ethics of Self-Rule
Male violence among and perpetrated by young South Africans is a major social question for the state and for social analysts. For the state the issue is fundamentally that of prevention. Social analysts concur but also seek to understand what lies behind it. Using as its point of departure contemporary scholars such as Aernout Zevenbergen, who ask what it means to be a man today, this article draws on the work of Slavoj Žižek and Gandhi to ask wh…
Becoming UWC
edited by Premesh Lalu and Noeleen Murray, Bellville, A Centre for Humanities Research (University of the Western Cape) Publication, 2012, 191pp., ill., R170 (paperback), ISBN 9781868087273 The his
Bearding the Capability Deprivation Machine
The purpose of this essay is to reflect on how we in South Africa are managing the task of higher education in an environment marked by poverty. The paper makes the argument that the question of how to proceed when considering the relationship between the phenomenon of poverty and the experience of education is regularly resolved through invoking the syllogism that increased levels of education will bring about increased levels of income. Drawing…
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