1. Vandeyar, S & Vandeyar, T. (2015). The Construction, Negotiation and Representation of Immigrant Student Identities in South African schools. Information Age Publishing Inc., Charlotte, USA. Launched at the American Education Research Association Conference April 2015.

2. Vandeyar, S (Eds.). (2014). Good practice in culture rich classrooms: Research informed perspectives. Oxford publishers.

3. Vandeyar, S. & Jansen, J. (2008). Diversity High: Colour, Character and Culture in a South African High School. USA: University Press of America. (Nominated for the outstanding book award – American Education Research Association - AERA). (ISBN: 13:978-0-7618-3969-9).

4. Vandeyar, S. (eds.) (2011). Hyphenated Selves: Immigrant Identities within education contexts. Amsterdam: Rozenberg Publishers/Unisa Press. ISBN 978-9-03610-128-8

5. Nkomo, M & Vandeyar, S. (2008). In search of best practice in South African desegregated schools. Cape Town: HSRC. (ISBN: 978-0-7969-2224-3).

6. Nkomo, M. & Vandeyar S. (eds.) (2009). Thinking diversity, building cohesion. A Transnational dialogue on education.  Rozenburg Publishers, Netherlands and Unisa Press, South Africa. (ISBN: 978-90-361-0128-8).

Chapters in Books:

1. Vandeyar, S. (2020). Education for democratic citizenship: Addressing challenges of extremism and radicalization in South Africa. In: E. Gutzwiller & Josef Abs, H. (Eds.). Migration, Social Transformation and Education for Democratic Citizenship: Addressing challenges of Extremism and Radicalization. (Accepted).

2.  Lindeque B., Gawe, N. and Vandeyar S. (2016). Context Analysis. In Jacobs M., Vakalisa, N. and Gawe N. (Eds) Teaching–Learning Dynamics (Fifth edition). Cape Town: Pearson Education South Africa pp. 139 – 177.

3. Vandeyar, S & Amin, N (2014). Researching good practice in culture-rich classrooms. In S. Vandeyar (Ed.). Good practice in culture rich classrooms: Research Informed Perspectives. Oxford University Press. ISBN 190403171 

4.  Amin, N & Vandeyar, S. (2014). In S. Vandeyar (Ed.). Good practice in culture rich classrooms: Research Informed Perspectives. Oxford University Press. ISBN 190403171.

5. Vandeyar, S. & Vandeyar, T. (2013). Smashed mirror: immigrant students’ constructions of South African students. In: Sher, L & Vilens, A. Immigrants: Acculturation, Socioeconomic Challenges and Cultural Psychology. Nova publishers.

6. Hamman, T.E., Vandeyar, S. & Sanchez, G. (2013). The Anthropology of Organizations applied to schooling in three countries (the United States, South Africa and Mexico). In: D.D. Caulkins & A. T. Jordan (ed.) A Companion to Organizational Anthropology. Wiley-Blackwell Publishers.

7. Vandeyar, S. & Vandeyar, T. (2011).Construction, negotiation and representation of immigrant student identities in South African schools. In S. Vandeyar (Ed.) Hyphenated Selves: immigrant identities within education contexts. Amsterdam: Rozenberg Publishers/Unisa Press. ISBN 978-9-03610-128.

8. Carter, C &Vandeyar, S. (2009). Teacher Preparation for Peace Education in South Africa and the United States: Maintaining Commitment, Courage and Compassion.  In: C. McGlynn, M. Zembylas, Z. Bekerman& T. Gallagar (Ed.). (2009). Peace Education in Conflict and Post-Conflict Societies. Comparative Perspectives. Palgrave MacMillan Press. pp 247-261. (ISBN: 0-230-60842-9).

9. Vandeyar, S. (2009). Portraiture as a methodological option for studying integrating schools. In: M. Nkomo& S. Vandeyar. (Eds). Thinking diversity, building cohesion. A Transnational dialogue on education.  Rozenburg Publishers, Netherlands and Unisa Press, South Africa. pp 63-74. (ISBN: 978- 90361-0128-8).

10. Nkomo, M. &Vandeyar, S. (2009). School Integration: Best Practice and Innovations in Teaching. In: M Nkomo& S. Vandeyar. (Eds). Thinking diversity, building cohesion. A Transnational dialogue on education.  Rozenburg Publishers, Netherlands and Unisa Press, South Africa. pp 41-62. ISBN: 978- 90361-0128-8).

11. Vandeyar, S. (2008). Changing student-teachers’ beliefs and attitudes towards difference in South African classrooms. In: E. Weber (ed.) Educational change in South Africa: Reflections on local realities, practices, and reforms. Netherlands: Sense Publishers. pp 113-127. (ISBN: 978-90-8790-658- 0).

12. Vandeyar, S. (2008). Portfolio as a tool of assessment. In: Maree. K. & Fraser, W.J. (eds) Outcomes-based Assessment: Facilitating best practice in classrooms. Second edition. Heinneman.pp.125-141. (ISBN: 079622 511 7).

13. Vandeyar, S. (2007). Colour Coded: How well do students of different race groups interact in South African schools? In: Z. Bekerman& C. McGlynn. (eds). Addressing Ethnic Conflict through Peace Education. Palgrave Macmillan Publishers. pp 63-75. (ISBN: 13: 978-1-4039-7168-5).

14. Vandeyar, S. (2004). Learning Context and Diversity. In: Jacobs, M., Vakalisa, Z., &Gawe, N. (Eds.). Teaching Learning Dynamics – third edition. Pp.117-146. Heineman.

15. Du Toit, P. & Vandeyar, S. (2004). Innovative portfolio assessment - Portfolios as performance assessment tools. In: Maree. K. & Fraser, W.J. (Eds.). Outcomes-based education. First Edition.pp.119-143. Heineman. (ISBN: 0796204403).

16. Vandeyar, S. (2002). School governing bodies: Constructive change agents of leadership? In: Calitz,L. Fuglestad, O. & Lillejord, S. (Eds.). Leadership in Education – Productive Learning Cultures. Sandown: Heinemann.pp 92 –108. (ISBN: 0-79620-2184).