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IJER Vol 9-N3

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The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research.
IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world.
Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

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DANIEL TANNER

Department of Education Theory, Policy and Administration, Rutgers University, New Brunswick, NJ 08903

When Fenwick English learned that I would be leading a People-to-People delegation of North American educators to the Republic of South Africa in late 1996, he invited me to serve as guest editor of an issue on the theme of education reform in South Africa.

The incredible pace and magnitude of the reforms taking place in school and society at the time of our visit seemed overwhelming to us. Only two years before our visit, Nelson Mandela was elected president in the first democratic election in the nation’s history. In the year of our visit:

When our delegation returned home, we realized that any analysis and appraisal of education reform in South Africa required the perspective of time. With the end of Mandela’s presidency in 1999, we were now in a position to garner a perspective of the Mandela era and a prospective for what lies ahead for the New South Africa, the Rainbow Nation. In reality, the Mandela era did not come to an end, but has given the people a legacy of vision, change, and challenge in the building of democratic institutions. Members of our delegation have continued their contacts with colleagues in South Africa and have prepared the articles in this theme issue by drawing on a host of sources beyond the observations, conversations, and myriad experiences at the time of our visit as a delegation.

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A Dialogue with Pepi Leistyna

Peter McLaren

Professor, Graduate School of Education

UCLA, Moore Hall, Box 95121

Los Angeles, CA 90095-1521

Pepi Leistyna is an assistant professor at the University of Massachusetts-Boston, in the applied linguistics graduate studies program, where he teaches courses in cultural studies, semiotics, and language acquisition, and prepares teachers for the multilingual classroom. Leistyna’s research has centered around issues of whiteness, language and experience, democracy and education, and the implementation of critical multicultural curricula in public schools.

Before entering the academy, Leistyna taught for a number of years in the area of community-based adult education/literacy, and English as a second language. His classrooms have ranged from a bathroom floor, the assembly line, to the walls of Harvard Graduate School of Education.

Leistyna conceptualized and coedited the book Breaking Free: The Transformative Power of Critical Pedagogy, and recently authored the book Presence of Mind: Education and the Politics of Deception. His forthcoming books are titled Defining and Designing Multiculturalism and Cultural Studies and Practical Politics.

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