453Book reviews / International Journal of Educational Development 24 (2004) 451–461

instructional roles, the high rate of staff turnoverand officers’ transfer, teacher absence and theincidence of no work days. That schools inpoorer locations of Kinondoni did not match theincentive grants, teachers and school committeesfearing that the community lacked the capacityto meet the requirement, is a fact well used byWelford and Mosha to testify to the importanceof the social context of SIPs. Whether prioritisedor not, the evaluators’ recommendation for inte-grating SIP philosophy and practices with theexisting official system is well founded in theirconsideration of the whole context of improve-ment.Provision of support for teachers’ professional

development through TRC or TAC activities hasconsistently been described as a prime factor ofschool improvement. The case studies of theMombasa, Dar-es-Salaam, Kampala and MzizimaSIPs have highlighted the significance of includingin a SIP some space where teachers can experiencethe philosophy of SIP in action. The evaluatorsshow that the training workshops conducted in theTRCs were valued for the opportunities theyoffered not only for accessing and exploring teach-ing and learning materials but also for learning theskills of generating them. In Zanzibar the sametraining benefit was gained through the activitiesfor developing curriculum materials for Englishmedium instruction.

Robinah Kyeyune,Department of Language Education

School of Education, Makerere University, P.O.Box 7062, Kampala, Uganda

E-mail address: namande2001@yahoo.com

doi:10.1016/j.ijedudev.2004.01.009

indicating the ‘extreme coercion and repression’used as tools by the apartheid state to limit any

The history of education under apartheid 1948–

1994: the doors of learning and culture shall be

opened

Edited by Peter Kallaway, Peter Lang Publishing,

Inc., New York, 2002, ISBN 0-8204-5754-X. 424pages. US$ 34.95

The History of Education under Apartheidattempts to illuminate the momentous events andtortuous processes of almost half a century ofapartheid policy in education. The huge impactson generations of South Africans educated in thesystem(s) established, on those faced with havingto implement the policy as teachers, and on thosewho found sites for opposition and resistance, areincalculable. The fact that the book has beenpublished now (2002) in the international series‘‘History of Schools and Schooling’’ indicatesboth the continuing interest in the legacies ofapartheid, and the increasing understanding notonly of the role of education in shaping society,but also the effect on education of being shapedby an ideology.The book consists of 19 pieces in four main

sections, preceded by an introduction by Kallaway,a professor of education in South Africa whoseexperience of apartheid education spans some 40years. Kallaway’s introduction traces the originsof apartheid education policy from the 19th cen-tury through to ‘‘Christian National Education’’in the mid-20th century, and, for black SouthAfricans, its most brutal formalisation underthe Bantu Education Act of 1953 (similar Actsfollowed for ‘Coloured Persons’ and ‘Indian’ edu-cation in 1963 and 1965).Although education policies were central to the

‘overall apartheid project’, Kallaway notes thatthis resulted in very limited educational research,debate, or challenge to the over-riding ideology,even in ostensibly liberal academic institutionsduring the 1965–1983 period, and not even in theaftermath of the Soweto uprising of 1976. Thepaper by Motala and Vally (pp. 174–194) putsthis in perspective by illustrating some of thetheoretical underpinning of the People’s Edu-cation movement of the 1980s, at the same time

moves towards educational change or relinquishingits total control of the system.This book, therefore, seeks to fill long-standing

gaps in knowledge and understanding of edu-

Book reviews / International Journal of Educational Development 24 (2004) 451–461454

cation under apartheid by providing access tovaried research and commentary on education inthe apartheid years and its potential impact onpolicy since the change of government in 1994.As a historian, Kallaway hopes to bring the valuesof historical study and methodologies to theexamination of recent policy development in thelight of this earlier experience.The first section of the book, ‘Shifts and con-

tinuities in South African education after 1948’,examines the origins of apartheid-definededucation, including the seminal 1951 EiselenCommission Report.1 Rather than the more usualcritique of this report as (broadly) a strategic planfor organising black education to serve the SouthAfrican economy and further entrench the subser-vient position of black South Africans, Fleischanalyses its recommendations in terms of ‘bureau-cratic efficiency and social planning’, and ‘govern-ance and administration’. Kros remarks that it isimportant to see Eiselen not just as a ‘simple-minded racist’ or a National Party ‘stooge’—to doso would under-estimate the sheer force and wideinfluence of the varied ideas underpinning Bantueducation, and prevent understanding of educa-tion’s role under apartheid.Both Fleisch and Kros reflect that the Eiselen

report criticises the then-existing diverse system of‘Native Education’—which was governed byprovinces, while mission societies actually ran theschools. However, the removal of provincial con-trol to central government, and the removal ofschools from missions (to improve ‘efficiency’)which took place after 1955, did nothing toimprove matters. This change enabled the central-ised governance system dominated by Afrikanerbureaucrats to assume control of black schools,bringing to bear a culture which was ‘charac-terised by its secrecy, inaccessibility, and unresp-onsiveness to popular sentiment’ (p. 49) andwhich lasted for decades, arguably one of themost significant and far-reaching changes whichtook place in black education.The second section deals with popular resist-

ance and alternatives to apartheid education,

1 The Report of the Commission of Enquiry into Native

Education, 1951.

including Motala and Vally’s paper on ‘People’sEducation’ referred to earlier. High profile andovert research and debate on education may havebeen conspicuously absent during the period ofthe 1960s–1980s, but there was plenty of learningand theorising under way, often covertly, forexample into Freire’s approach to education forthe oppressed, workers’ education, and alter-natives to Bantu and racially defined educationprovision. Much of this debate took place inNGOs, and they implemented many practicalprogrammes of opposition and improvement toovercome or ameliorate the deficits in black edu-cation. The paper by Barnes and Haya docu-ments the work of Zingisa, started by Steve Bikoto provide funds for students to attend seniorsecondary schools, showing how it adapted andsurvived the turbulent years of political oppression.For those of us who shared some of the experi-ence, this is one of the papers which brings to lifethe hardships and determination of activists andeducationists who were active under the apartheidregime.Other papers, which illuminate the theme from

a personal perspective, are included in Part 3—Biographies, Autobiographies, and Life Stories—where the voices of individuals, teachers andpupils of the time are heard. Soudien’s paper on‘Teachers’ Responses to the Introduction ofApartheid Education’ speaks directly to teachers,not through teachers’ organisations and theirestablished or reported positions. In doing this,he follows a Bourdieuist approach, enabling indi-viduals to illustrate with their varying accounts‘the multiplicity of coexisting’. Soudien catego-rises four responses—resistance, strategic resist-ance, compliance, and acceptance—to the real-lifesituation facing teachers with the introduction ofintellectually impoverished (especially for blackchildren), and racially defined education. Someteachers abandoned the new education system,some attempted subversion from within, othersaccepted or complied, and many perhaps movedbetween some of these positions, according to cir-cumstance. As Soudien remarks, teachers workwith their environment, and have individuallynuanced and complex responses to change.

455Book reviews / International Journal of Educational Development 24 (2004) 451–461

The final section also gives voice to those notpreviously heard—for example in the social his-tories of Ashley Golding and the Hendrickstwins in Badroodien’s paper ‘Race, Welfare, and‘‘Correctional’’ Education’. It also gives a flavourof (some of) the complex realities of modernSouth African life and attitudes: formal educationand initiation ceremonies, African IndigenousChurches, and the dynamics of professionalchange among teachers. More unusually, how-ever, the final paper, ‘Looking at ApartheidSchool Spaces’, uses photographs to demonstratethe theme that social change (and power) ismanifested in use of space—in this case schoolclassrooms, assemblies and also (post-1976) publicstreets. The pictures selected, ranging from 1930to 1990, indicate much more than sitting orstanding children or adults. They illuminate thepower-relations, acceptance, and protests thataccompanied education under apartheid.Overall, this book provides a sampling of

essays on South Africa’s apartheid education sys-tem which provides a fascinating, complex intro-duction to understanding the issues. Accountsfrom those who experienced at first hand therough injustices and inequities of apartheideducation would complement the scholarlyapproach of some of this volume, and add to thegeneral understanding of what ideologicallyinspired education is capable of perpetrating onits participants when a vacuum exists where overtdebate and challenge to the over-riding systemshould be heard.

Myra HarrisonOld Swan House, 14, Kings Head Street, Harwich

Essex CO12 3EE, UKE-mail address: myra_harrison@yahoo.co.uk

doi:10.1016/j.ijedudev.2004.01.010

Dneprov was Minister of Education and a princi-pal reformer in the early years after Communism.

Change Forces in Post-Communist Eastern

Europe: education in transition

Eleoussa Polyzoi, Michael Fullan, John P. Anchan(Eds.); RoutledgeFalmer, London, 2003, ISBN0-415-30659-0, 121 pages, Price not given

This book is a welcome addition to the litera-ture on educational change. It also represents adeparture from the usual approach to edited col-lections, in its high degree of conceptual coher-ence. The application of one conceptualframework to a number of case studies frompost-communist Eastern Europe, and reflectionson the utility of the framework, create a usefulmodel for comparative edited books.Following an introduction by John Anchan,

the book is structured into three sections. In thefirst chapter, Michael Fullan outlines what hecalls the ‘Triple I Model’ of educational changeprocesses. The model delineates three stages ofthe process: initiation, implementation, and insti-tutionalisation. It goes further to consider factorsaffecting initiation and implementation, and alsotakes into account multiple innovations, and thenature of pressure, support and infrastructure inthe change context. While Fullan’s influentialideas are derived largely from research in Westerncontexts, it is tempting to apply them unquestion-ingly to educational change in developing andtransitional countries. It is therefore excellent tosee this model opened to testing by researchersfrom these countries.In the subsequent case study chapters, research-

ers from Russia, the Czech Republic, Hungary,Romania, and the former East Germany use themodel to analyse change in their own contexts.Thus, at the same time as the model provides aconsistent basis for the comparison, the processof researchers from inside these countries using itto reflect on each context serves to test the univer-sal applicability of the model. In the first casestudy, Eleoussa Polyzoi and Eduard Dneprovreflect on educational transformation in Russia,using Fullan’s eight factors affecting changeinitiation. This is particularly interesting since

In the subsequent chapter, Eleoussa Polyzpoi and