Access to learning resources in Post-apartheid South Africa
| dc.contributor.author | Gray, Eve | |
| dc.contributor.author | Czerniewicz, Laura | |
| dc.contributor.editor | Joe Karaganis | en_ZA |
| dc.coverage.spatial | South Africa | en_ZA |
| dc.date.accessioned | 2018-05-25T10:44:22Z | |
| dc.date.available | 2018-05-25T10:44:22Z | |
| dc.date.issued | 2018-05-01 | |
| dc.description.abstract | Any inquiry into how university students get the learning resources they need for their education in post-apartheid South Africa must deal with three interrelated subjects: the legacy of apartheid, which continues to structure educational opportunities in important ways more than twenty years after the first democratic election; the organization and increasingly radical transformation of the commercial publishing market, which has been the primary source of textbooks and other materials in the system; and— common to all of the chapters in this book—the mix of new-technology-enabled strategies through which students do their best to get the textbooks and other materials they need. We track three decades of tensions around these issues, as post-apartheid leaders struggle to reform an educational system originally designed primarily to control and oppress rather than educate the majority population. Because the old system had grown up around numerous (and often colonially grounded) accommodations of the global publishing business, international copyright law, and—most important—a structural disregard for whether the system worked in more than a minimal sense, the pressure for reform has produced tensions on all of these fronts. | en_ZA |
| dc.identifier.apacitation | Gray, E., & Czerniewicz, L. (2018). <i>Access to learning resources in Post-Apartheid South Africa</i>. Cambrige, Massachusetts: Massachusetts Institute of Technology & International Development Research Centre. http://hdl.handle.net/11427/28163 | en_ZA |
| dc.identifier.chicagocitation | Gray, Eve, and Laura Czerniewicz. <i>Access to learning resources in Post-Apartheid South Africa</i>. Cambrige, Massachusetts: Massachusetts Institute of Technology & International Development Research Centre. 2018. http://hdl.handle.net/11427/28163. | en_ZA |
| dc.identifier.citation | Gray, E. & Czerniewicz, L. (2018). Access to learning resources in Post-apartheid South Africa. In J. Karaganis, (Ed), Shadow libraries: Access to knowledge in higher education. Cambridge, MA: Massachusetts Institute of Technology. Retrieved from https://mitpress.mit.edu/books/shadow-libraries | en_ZA |
| dc.identifier.ris | TY - Book AU - Gray, Eve AU - Czerniewicz, Laura AB - Any inquiry into how university students get the learning resources they need for their education in post-apartheid South Africa must deal with three interrelated subjects: the legacy of apartheid, which continues to structure educational opportunities in important ways more than twenty years after the first democratic election; the organization and increasingly radical transformation of the commercial publishing market, which has been the primary source of textbooks and other materials in the system; and— common to all of the chapters in this book—the mix of new-technology-enabled strategies through which students do their best to get the textbooks and other materials they need. We track three decades of tensions around these issues, as post-apartheid leaders struggle to reform an educational system originally designed primarily to control and oppress rather than educate the majority population. Because the old system had grown up around numerous (and often colonially grounded) accommodations of the global publishing business, international copyright law, and—most important—a structural disregard for whether the system worked in more than a minimal sense, the pressure for reform has produced tensions on all of these fronts. CY - Cambrige, Massachusetts DA - 2018-05-01 DB - OpenUCT DP - University of Cape Town ED - Joe Karaganis KW - access to knowledge KW - libraries KW - post-apartheid KW - higher education KW - South Africa LK - https://open.uct.ac.za PB - University of Cape Town PP - Cambrige, Massachusetts PY - 2018 T1 - Access to learning resources in Post-apartheid South Africa TI - Access to learning resources in Post-apartheid South Africa UR - http://hdl.handle.net/11427/28163 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/28163 | |
| dc.identifier.vancouvercitation | Gray E, Czerniewicz L. Access to learning resources in Post-Apartheid South Africa. Cambrige, Massachusetts: Massachusetts Institute of Technology & International Development Research Centre; 2018.http://hdl.handle.net/11427/28163 | en_ZA |
| dc.language | eng | en_ZA |
| dc.publisher | Massachusetts Institute of Technology & International Development Research Centre | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.publisher.location | Cambrige, Massachusetts | en_ZA |
| dc.rights | Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/ | en_ZA |
| dc.subject | access to knowledge | en_ZA |
| dc.subject | libraries | en_ZA |
| dc.subject | post-apartheid | en_ZA |
| dc.subject | higher education | en_ZA |
| dc.subject | South Africa | en_ZA |
| dc.title | Access to learning resources in Post-apartheid South Africa | en_ZA |
| dc.type | Book | en_ZA |
| uct.type.filetype | Text | |
| uct.type.filetype | Image | |
| uct.type.publication | Research | en_ZA |
| uct.type.resource | Book chapter | en_ZA |