欧美福利100000

Prof Nadine Petersen

Professor Nadine Petersen is the Executive Dean: Faculty of Education听 at the 欧美福利100000 of Johannesburg. She heads up a faculty with five academic departments, two research centres and four South African National Research Foundation (NRF) funded chairs. Nadine has held various leadership positions within UJ: as head of department for Childhood Education and as Vice Dean: Teaching and Learning. As an NRF C2 rated researcher Nadine Petersen鈥檚 research interests are in teacher education for the primary school where she collaborates closely with international colleagues and in service learning in teacher education 鈥� in 2019 she received the inaugural award of the International Association for Research in Service Learning and Engagement in recognition of excellence in scholarship that advances the practice of service-learning and community engagement within and across borders/cultures. She serves as trustee on the boards of the Gauteng Education Development Trust, the National Research Foundation and the UJ pension fund and previously served on the Sasol Inzalo Foundation board for 10 years.

Prof Shireen Motala

Prof Motala was awarded the South African Research Chair: Teaching and Learning (SARChI: T &L) in July 2020. This is a Tier 1 national research chair supported by the Department of Higher Education and Training (DHET) and by the National Research Foundation (NRF). The SARChI: T&L is located within the FoE. Prof Motala was the Head of the Postgraduate School (PGS) at the 欧美福利100000 of Johannesburg (UJ) until September 2020 and is a professor in the Faculty of Education (FoE). She is a member of the Academy of Science in South Africa (ASSAf).

She has held numerous leadership roles related to higher education including Chairperson of the Education Policy Consortium (2006-2010), Chairperson of the UNESCO South African Commission (2001-2006) and first inaugural president of the South African Research Association (SAERA) (2013-2014). She was appointed by the Minster of Higher Education and Training to serve on the Council of Higher Education (CHE) for two terms from 2010-2018. In 2013, she served on the Ministerial Committee to review the national Senior Certificate examination. She is currently a trustee at the South African Institute for Distance

Education. She is on the Assessment and Accreditation committee of UMALUSI-the Council for quality Assurance in General and Further Education and Training.

An NRF rated researcher, Prof. Motala has initiated collaborations between universities across Africa and with Asian and European institutions which have led to the formation of long-term regional and international partnerships. As a leader in research, she was the principal investigator for the international Consortium for Research on Equity, Access and Transitions in Education (CREATE). Her recent publications include three co-edited books

鈥� From Ivory Towers to Ebony Towers: Transforming Humanities Curricula in South Africa, Africa and African American Studies (Jacana, 2020)

鈥� Transforming Universities in South Africa: Pathways to Higher Education Reform (Brill, 2020),

鈥� Creating the New African 欧美福利100000 (Brill, 2023).

Promoting scholarship and a sound intellectual culture have been in the forefront of Prof. Motala鈥檚 activities. In her tenure in the Chair she aims to develop the next generation of scholars in order to contribute to societal transformation.

Selected Projects

Motala, S. (2025). Beyond decolonisation: joining the dots鈥揵etween the material and the epistemic in higher education in South Africa.听Comparative Education, 1-18.

Jansen, J., Motala, S., & Singh, M. (2025). Beyond decolonisation: criticism, comparison and conjectures from the global south.听Comparative Education.

Tabe, H. T., Motala, S., & Chiramba, O. (2025). Transformative Practices in ODeL: Advancing Higher Education Teaching and Learning.听Progressio, 14-pages.

Projects

Lead Investigator:

A postcolonial critique of curriculum Change in South African Higher Education.

Access and Success: Supervision for Quality Postgraduate Education: Postgraduate Size and Shape Study in South Africa

Prof Kakoma Luneta

Dr Luneta is an NRF rated researcher and Professor of Mathematics Education in the Faculty of Education at the 欧美福利100000 of Johannesburg, where he has been a faculty member since January 2005. Dr Luneta holds a PhD in Mathematics Teacher Education from the 欧美福利100000 of Witwatersrand and master鈥檚 in mathematics Teacher Education from the 欧美福利100000 of Sussex – England.听 His research interest is in Mathematics Teachers Education at Secondary and Elementary school; Mathematics/numeric cognition and Professional Development and Mentorship of Mathematics Teachers. He has taught mathematics and physics in various Northern and Southern African countries, the UK and the US. He has supervised to completion several masters and doctoral students from Sub Sahara Africa, Greece and South Korea. He has been appointed a visiting Professor of Mathematics Education in the Faculty of Education of the 欧美福利100000 of British Columbia in Vancouver Canada and was once a Visiting Scholar at Stanford 欧美福利100000 in the US, Bahir Dar 欧美福利100000 in Ethiopia and recently a Visiting Scholar at the 欧美福利100000 of Cambridge 鈥� Centre for Neuroscience Education. He has published five books, over 100 book chapters and articles in accredited journals. He is the Editor in Chief of the newly launched African Journal of Teacher Education and Development. ajoted.org.

Recent Publications

Matlala S & Luneta K (2025). Exploring Engineering Students鈥� Thinking Regarding the Errors They Make When Simplifying Exponents. The International Journal of Science, Mathematics and Technology Learning:

Banjo, B. O., 尝耻苍别迟补听碍. ^听& Rodr铆guez-Nieto C.A. (2025). Exploring teachers鈥� perceptions of mathematical connections in the mathematics curriculum and teaching. Eurasia Journal of Mathematics, Science and Technology Education.

Balqis Olawumi Banjo & Kakoma Luneta (2025): Mathematical Connections in Mathematics Instruction at Senior Phase Classrooms in South Africa, African Journal of Research in Mathematics, Science and Technology Education, DOI: 10.1080/18117295.2025.2536437 |

Ncube, M., & Luneta, K. (2025). Concept-based instruction: Improving learner performance in mathematics through conceptual understanding. Pythagoras, 46(1), a815. pythagoras.v46i1.815

Ncube M. & Luneta K (2025). Addressing mathematics learning challenges through concept-based instruction: A study in Limpopo Province, South Africa. LUMAT International Journal on Math, Science and Technology Education 12(4), 7.

Swanepoel N. & Luneta K. (2024). The development of the word sum-wheel to enhance Grade 3 teachers鈥� mathematic word problem-solving instruction. Perspective in Education:

Luneta, K., & Sch盲fer, M. (2024). Mathematics Teacher Training and Development in Africa. Trends at Primary and Secondary School Levels.Teacher Education, Learning Innovation and Accountability. C Wyatt鈥怱mith (Series Editor). Springer.

Motseki, P. & Luneta, K. (2024) Exploring TVET students鈥� errors in optimisation problems: An error analysis perspective. Submitted to the African Journal of Research in Mathematics, Science and Technology Education

Baidoo, J., & Luneta, K. (2024). Implementing blended learning to enhance the teaching of 3-dimensional trigonometry.听Journal of Education and E-Learning Research,听11(2), 332鈥�344.

Molise, D. C & Luneta, K (2024). An overview of the causes of dyscalculia and its impact on learners鈥� arithmetic ability. The Independent Journal of Teaching and Learning – 19 (1) 124-144

Academic links

Prof Sarita Ramsaroop

Sarita Ramsaroop is an Associate Professor and Vice-Dean: Research and Innovation at the Faculty of Education, 欧美福利100000 of Johannesburg. Her teaching and scholarship in higher education is in teacher education. Her main research focuses on student engagement in coursework and fieldwork, specifically in interrogating the role of schools in bridging the divide between student teachers learning in coursework and fieldwork and strengthening mentoring and school-university partnerships. A second area of expertise is teaching Social Sciences in the primary school (History and Geography). She is currently involved in research projects investigating the role of partner schools in the education of student-teachers, project-based learning and mixed-reality research. Internationally, she is involved in collaborative research projects with the 欧美福利100000 of Helsinki. She has published at the national and international levels, and also serves as a supervisor for postgraduate students.

Recent Publications

Ramsaroop, S & Petersen, N. (2020). Building Professional Competencies Through a Service Learning 鈥楪allery Walk鈥� in Primary School Teacher Education, Journal of 欧美福利100000 Teaching & Learning Practice, 17(4), 2020.
Available at:https://ro.uow.edu.au/jutlp/vol17/iss4/3

Loukomies, A., Petersen, N., Ramsaroop, S., Henning, E., & Lavonen, J. (2022). Student teachers鈥� situational engagement during teaching practice in Finland and South Africa.听The Teacher Educator, 1-25.

Van der Haar, H., Petersen, N & Ramsaroop, S (2022). Differentiating between experience and expertise in mentoring student teachers. South African Journal of Education.

Selepe, K., Ramsaroop, S. And Carolin, A. (2022). Incorporating indigenous knowledge in the teaching of weather and climate in primary school classrooms in KwaZulu-Natal, South Africa, Journal of Geography Education in Africa (JoGEA), 5: 1 鈥� 25.

Ramsaroop, S. (2023). Rethinking university pedagogy: challenges and opportunities for curriculum transformation in the era of Covid-19 pandemic. In Teaching and Learning from a Curriculum Transformation Perspective: Future Implications in the era of the Covid-19 pandemic. IGI Global, 213-228.

Ramsaroop, S., Batchelor J., & Petersen, N.听 (2023). COVID-19 鈥� lessons learnt: a teacher education leadership perspective. In Gravett, S & Petersen, N. (Eds.). Future-proofing Teacher Education: Voices from South Africa and beyond, Chapter 13. Routledge.

Lavonen, J., Ramsaroop, s., Loukomies, A., Petersen, N., & Henning, E. (2023). Domains and Origins of Information and Knowledge Encountered by Pre-Service Teachers During Professional Experiences in Helsinki and Johannesburg. Asia-Pacific Journal of Teacher Education (CAPJ)

Cancelliere, S., Ramsaroop, S., & Petersen, N. (2023). Infusing 21st-century competencies into scripted foundation phase literacy lessons.听South African Journal of Childhood Education,听13(1), 1288.

Gravett, S., Van der Merwe, D., Ramsaroop, S., Tshabalala, P., Bremner, C., & Mello, P. (2023). Mixed-reality simulation to support practice learning of preservice teachers.听Education sciences,听13(10), 1062.

Ramsaroop, S., Mahase, M.F. & Petersen, N. (2024). 鈥楤ridging the theory-practice divide: Reflections of school-based student teachers鈥�, South African Journal of Childhood Education14(1), a1558.

Gravett, S., Ramsaroop, S., & Petersen, N. (2025). Inquiry-oriented and practice-based teacher education in partnerships with schools: A South African perspective. In I. Menter, R. A. Valeeva and M. Prata-Linhares (Eds.), Globalization and teacher education in the BRICS countries: the positioning of research and practice in comparative perspective, Routledge.

Prof Leila Kajee

Prof Leila Kajee’s research interests span social justice and transformation through language, literacies, and identities. She has taught a range of programmes at undergraduate and postgraduate levels, including Applied English, Educational Linguistics, Literacies, Research Design, Online learning and Digital Literacy. Leila is full professor in the Department of Education & Curriculum Studies. She works predominantly with pre- and in-service teachers, and participates in and leads several funded local and international projects in her research area. She is currently working on projects in refugee and immigrant communities. She supervises postgraduates in areas of her research interests.

Recent publications:

Kajee, L. (ed.) Between two worlds: Mapping immigrant literacy practices and identity construction in South Africa. Codesria.

Undergraduate modules:

Methodology in English 4

Postgraduate modules and Supervision:

Honours in Language, Literacies and Literature; M.Ed, PhD

Committees:

Senate

Faculty Higher Degrees

Prof Joseph Jinja Divala

Joseph Jinja Divala is an associate philosopher of philosophy of education. He is also an NRF-rated researcher. He has a PhD in Philosophy of Education obtained from Stellenbosch 欧美福利100000 (2008), a Master of Education in Philosophy of Education from the 欧美福利100000 of the Witwatersrand (2005), a Bachelor of Education Honours (with distinction) from the 欧美福利100000 of the Witwatersrand (2004). He also has a Bachelor of Arts (Honours) in Philosophy from the 欧美福利100000 of Malawi (1999), a Bachelor of Arts in Theology (majoring in Theology and Social and Political Philosophy from the 欧美福利100000 of Malawi (1997), a Diploma in Theology from the 欧美福利100000 of Malawi (1994) as well as a Certificate in Liberal Arts, Social Sciences and Theology from Kachebere Major Seminary in Malawi (1992).

Before joining the 欧美福利100000 of Johannesburg, Prof Joseph Jinja Divala lectured in Philosophy, Philosophy of Education, Higher Education Policy, Education Transformation, Public Finance Management and Research Methodology at the 欧美福利100000 of the Witwatersrand (Wits) 欧美福利100000, Stellenbosch 欧美福利100000 as well as the 欧美福利100000 of Malawi.

Prof Joseph Jinja Divala researches, publishes and supervises postgraduate students in a number of sub-fields of Philosophy of Education such as: Aims and Conceptions of Education, Deliberative Democratic Citizenship Theory and Practice in Education, Citizenship Identities; Social Justice Education, Higher education autonomy, policy and practice, Educational Theory and Curriculum. Over the years, Prof Divala has supervised and successfully graduated students at honours, masters and doctoral levels in these areas. He has also supervised and collaborated with a number of postdoctoral fellows.

Prof Joseph Jinja Divala is an executive board member of (ICET).听He is also a member of several journal review boards locally and internationally.

If you want to know more about his accredited research works, please visit the following links:

Undergraduate modules:听Education Studies 3A

Postgraduate modules/Supervision experience: Philosophy of education, social justice

Committees:听The International Council on Education for Teaching (ICET)

Prof Philip Hallinger

Philip Hallinger is Professor of Educational Management at Chulalongkorn 欧美福利100000 (Bangkok Thailand) and Distinguished Visiting Professor at the Faculty of Education in the 欧美福利100000 of Johannesburg (South Africa).

He has worked as a school teacher and administrator and conducted training with more than 15,000 school principals across North and South America, Asia, Europe and Africa.

In 2014 he received the Excellence in Research on Educational Leadership Award from the American Educational Research Association and the Roald F. Campbell Award for Distinguished Lifetime Achievement from the 欧美福利100000 Council for Educational Administration.

His research focuses on principal instructional leadership, problem-based learning, leadership development, and international studies in educational leadership and management.

His scholarly articles, which have achieved more than 16,000 citations, are the most highly-cited articles in four different education journals. Professor Hallinger is Chief Co-Editor of the Journal of Educational Administration.

Prof Raj Mestry

Prof Raj Mestry’s has two main research foci emphasising social justice and equity in education: Financial Management and Women Leadership. He has received local and international recognition from scholars in the field of education leadership and management. He serves as executive member of the Education Association of South Africa and is a member of the prestigious American Education Research Association (AERA) and the British Educational Leadership, Management and Administration Society (BELMAS). In 2012, he was awarded the Research Medal for his research contribution to education from the Education Association of South Africa. Prof Raj Mestry is now an Emeritus Professor but NRF rated

Prof Jace Pillay

Prof Jace Pillay holds a South African National Research Foundation Research Chair in Education and Care in Childhood. He heads a research team focusing on the educational, psychological, and social care of orphans and vulnerable children.

Prof Erica Spangenberg

Erica Dorethea Spangenberg is a full professor in Mathematics Education at the 欧美福利100000 of Johannesburg. She is a C2 NRF-rated researcher. Her research niche centres on Mathematics Education in blended learning environments to foster 21st-century competencies with a three-way focus: (1) teaching and learning approaches in mathematics, (2) affective characteristics to shape behaviour in the 21st century, and (3) the use of technology. She also researches pedagogy, visualisation, ethnomathematics, and mathematical modelling. She published several sole and co-authored articles, book chapters, and conference papers. She received the best paper award at the Second International Congress of Pedagogical Research for a paper focusing on trigonometry teaching within the 21st century and shared her research on using flipped mathematics classrooms at the Education 欧美福利100000 of Hong Kong. She is the South African principal investigator in two international research projects: (1) Hasselt 欧美福利100000 in Belgium, focusing on mathematical modelling to develop the preservice teachers鈥� problem-solving skills, and (2) 欧美福利100000 of Melbourne, Australia, investigating values in learning and teaching mathematics to foster 21st-century competencies. She is an Associate Editor for the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE), a Q2-recognised journal.

Undergraduate teaching includes: Teaching Methodology and Practicum (Mathematics)

Postgraduate Teaching includes: PG (Dip); BEd Hons; MEd and PhD (Mathematics in Education)

Teaching in Research Methodology programmes:听BEd Honours (Issues in Mathematics Education and Research Project)

Research Interests: Mathematics Education in blended learning environments to foster 21st-century competencies with a three-way focus: (1) teaching and learning approaches in mathematics, (2) affective characteristics to shape behaviour in the 21st century, and (3) the use of technology. Other research interests: Pedagogy, visualisation, ethnomathematics, and mathematical modelling.

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Areas of expertise: Mathematics Education in blended learning environments; teaching and learning approaches in mathematics; affective characteristics influencing mathematics teaching and learning; 听pedagogy; visualisation; ethnomathematics;, mathematical modelling.

Master鈥檚 students (Supervisor)

Baumgartner, WL 2016. A dual-intervention strategy for Mathematical Literacy learners for selected undergraduate studies (Cum Laude and Chancellor鈥檚 medal)

De Freitas, G 2018. A professional development programme to advance the Technological Pedagogical Content Knowledge of senior phase mathematics teachers in South Africa (Cum Laude and Chancellor鈥檚 medal).

Alphane, K P 2020. Strategies for solving word problems on number patterns for grade 9 mathematics teachers in rural schools.

Asmail, R 2020. Values that grade 8 to 10 learners from a public mathematics-and-science focus school in Johannesburg associate with mathematics learning (Cum Laude).

Madosi, T 2020. Values that grade 9 learners from a public school in the Ekurhuleni district of Gauteng associate with mathematics learning.

Roberts, A K 2020. Grade 12 peer-tutors鈥� conceptions of their role as motivators for grades 8 and 9 mathematics learners.

Magabvu, B 2021. Elements of pedagogical content knowledge displayed by mathematics teachers in the teaching of trigonometry (Cum Laude).

Fortune, A 2022. The use of a mandala-colouring activity to investigate grade 10 learners鈥� mathematics anxiety (Cum Laude).

Dube, T 2024. Grade 10 mathematics teachers鈥� dispositions toward the use of interactive whiteboards in the teaching of Euclidean geometry

Bouwer, JA 2024. The use of GeoGebra by Mathematics pre-service teachers in their learning to teach functions

PhD students (Supervisor)

Kotze, J H 2018. The influence of an educational intervention on the visualization of engineering students.

Baumgartner, WL 2022. Design principles for a pre-undergraduate foundation programme mathematics course informing academic growth.

Hildebrand, A 2024. Designing a blended learning intervention on inference for first-year undergraduate statistics students

Accredited publications in the last 5 years:

Salami, O.O. & Spangenberg, E.D. (2025). The influence of students鈥� engagement in mathematical problem-solving activities on their performance. Interdisciplinary Journal of Education Research, 7(1), 1鈥�19. ()

Spangenberg, E.D. (2025) (published online). Constructive alignment of a mathematics methodology module. Instructional Science. ()

Salami, O.O. & Spangenberg, E.D. (2025). Building pedagogical content knowledge for effective, sustainable development teaching. Multidisciplinary Reviews, 8(11), 2025346. ()

Salami, O.O. & Spangenberg, E.D. (2025). Secondary school students’ entrepreneurial education and mathematical problem-solving abilities: a preventive measure against unemployment, Mathematics Education Journal, 9(1), 47鈥�59. ()

Salami, O.O. & Spangenberg, E.D. (2025). Assessing the role of online mathematics tools in enhancing student learning and engagement. Educational Technology Quarterly, 1, 67鈥�85. ()

Salami, O.O. & Spangenberg, E.D. (2024). Impact of Information and Communication Technology (ICT) Facilities on Gender Differentials in Mathematics Performance Among Secondary School Students. European Journal of STEM Education, 9(1), 18. ()

Spangenberg, E. (2024, July 17-21). Age Matters When It Comes to Students鈥� Attitudes Toward Online Mathematics Assessments. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Rethinking Mathematics Education Together. Paper presented virtually at the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 113鈥�120). Auckland, New Zealand: PME. ISBN 978-1-0670278-1.

Salami, O.O. & Spangenberg, E.D. (2024). Integration of GeoGebra software into mathematics instruction. Studies in Learning and Teaching (SiLeT), 5(1), 118鈥�126. ()

Salami, O.O. & Spangenberg, E.D. (2024). Exploring the gender-based impact of mathematical games on the academic performance of senior secondary school students. Interdisciplinary Journal of Sociality Studies, 4, 1鈥�15. ()

Salami, O.O. & Spangenberg, E.D. (2024). Impact of cooperative learning on teaching mensuration to senior secondary students. Interdisciplinary Journal of Education Research, 6(18), 1鈥�16. ()

Salami, O.O. & Spangenberg, E.D (2024). Effect of teachers’ subject and pedagogical knowledge on junior secondary school students’ academic performance in mathematics. Journal for Educators, Teachers and Trainers, 15(2), 1鈥�13. ()

Baumgartner, W.L., Spangenberg, E.D., & Lautenbach, G.V. (2024). Relating motivation and learning strategies to algebra course results in a foundation programme. Pythagoras, 45(1), a781. ()

Oladele, J.I., Ndlovu, M., Spangenberg, E.D., Daramola, D.S., & Obimuyiwa, G.A. (2024). Transitioning to Problem-Based Learning in Higher Education: Opportunities for Producing 21st-Century Pre-Service Teachers in Sub-Saharan Africa. Kurdish Studies, 12(2), 609鈥�626. (听()

Spangenberg, E.D. (2024). Pre-service teachers鈥� experiences of teaching mathematics online during practicum in an African context due to COVID-19. In U. Ramnarain & M Ndlovu (Eds.), Information and Communications Technology in STEM Education (pp. 116鈥�144). London and New York: Routledge Tailor & Francis Group. ISBN 978-1-032-22668-2. ()

Oladele, J., Ndlovu, M., & Spangenberg, E.D. (2023). Application of 4IR for STEAM education in higher education and implications for developing countries: A systematic review. Journal of Research and Reviews in Social Sciences Pakistan, 6(2), 2162鈥�2181. ()

Fortune, A. & Spangenberg, E.D. (2023). Trait- and state-components of mathematics anxiety versus perceived mathematics anxiety. International Journal of Education in Mathematics, Science and Technology (IJEMST), 11(6), 1366-1385.

Chirinda, B., Ndlovu, M., & Spangenberg, E.D. (2023). Equitable mathematical problem-solving instruction: An inquiry. In B. Chirinda, P. Barmby, & K. Luneta (Eds.), Mathematical problem solving in South Africa: Research & Practice (pp. 44鈥�62). South Africa: Unisa Press. ISBN 978-1-77615-137-0.

Oladele, J.I., Ndlovu, M., Spangenberg, E.D., & Ramdhany, V. (2022). Item Bank Development and Validation for Ability Estimation: Postgraduate Certification in Education (Mathematics) Computer Adaptive Testing Application. PONTE Journal, 78(10), 129鈥�146. ()

Oladele, J.I., Ndlovu, M., & Spangenberg, E.D. (2022). Simulated computer adaptive testing method choices for ability estimation with empirical evidence. International Journal of Evaluation and Research in Education (IJERE), 11(3), 1392鈥�1399. ()

Chirinda, B., Ndlovu, M., & Spangenberg, E. (2022). Mathematics learners鈥� perceptions of emergency remote teaching and learning during the COVID-19 lockdown in a disadvantaged context. International Journal of Learning, Teaching and Educational Research, 21(1), 179鈥�194. ()

Baumgartner, W.L., Spangenberg, E.D., & Lautenbach, G.V. (2021). Developing algebraic knowledge: Foundation programme ex-mathematical literacy students鈥� perceptions. EURASIA Journal of Mathematics, Science and Technology Education, 17(11), em2026. ()

Spangenberg, E.D. (2021d). Manifesting of pedagogical content knowledge on trigonometry in teachers鈥� practice. Journal of Pedagogical Research, 5(3), 135鈥�163. ()

Spangenberg, E. (2021c, July 14-16). Mathematics pre-service teachers鈥� views about the affordances of a flipped classroom towards their professional development. In Z. Jojo, & M. Du Plooy (Eds). Developing Equitable Mathematical Teaching and Learning Practices that Empower Teachers and Learners in the 4IR Era. Paper presented virtually at the 26th Annual National Congress of the Association for Mathematics Education (AMESA), South Africa (Mpumalanga 290鈥�305). Johannesburg, S.A.: AMESA. ISBN 978-0-620-94779-4.

Spangenberg, E. (2021b, July 14-16). The influence of wording in a mathematics assessment activity on performance. In Z. Jojo, & M. Du Plooy (Eds). Developing Equitable Mathematical Teaching and Learning Practices that Empower Teachers and Learners in the 4IR Era. Paper presented virtually at the 26th Annual National Congress of the Association for Mathematics Education (AMESA), South Africa (pp. 393鈥�403). Johannesburg, S.A.: AMESA. ISBN 978-0-620-94779-4.

Chirinda, B., Ndlovu, M., & Spangenberg, E. (2021). Teaching mathematics during the COVID-19 lockdown in a context of historical disadvantage. Education Sciences, 11(4), 177鈥�191. ()

Spangenberg, E.D. (2021a). Student-teachers鈥� views on the affordances of incorporating cultural artifacts in mathematics lessons in South Africa. In I. C. Chahine, & J. de Beer (Eds.), Evidence-Based Inquiries in Ethno-STEM Research: Investigations in Knowledge Systems across Disciplines and Transcultural Settings. (pp. 101鈥�123). Charlotte, NC: Information Age Publishing Inc.

Ubah, I.J.A., & Spangenberg, E. (2020, October 20-21). Prospective Mathematics Teachers Perception of Online Education in Mathematics Education Modules: Insight from COVID-19 Pandemic Era. In M. Motseke, M. Chitiyo, U.I. Ogbonnaya, O.C. Dada, & G. Charles-Ogan (Eds). Rethinking teaching and learning in the 21^st century. Paper presented virtually at the South Africa International Conference on Education (SAICEd), South Africa (pp. 116鈥�129). Cape Town, S.A.: African Academic Research Forum. ISBN 978-0-620-89546-0.

Roberts, A.K., & Spangenberg, E.D. (2020). Peer tutors鈥� views on their role in motivating learners to learn mathematics. Pythagoras, 41(1), a520. ()

Asmail, R., Spangenberg, E.D., & Ramdhany, V. (2020). What grade 8 to 10 learners from a mathematics-and-science-focus school value as important in the learning of mathematics. African Journal of Research in Mathematics, Science and Technology Education, 24(2), 241鈥�252. ()

Ubah, I.J.A., Spangenberg, E., & Ramdhany, V. (2020). Blended learning approach to mathematics education modules: An analysis of pre-service teachers鈥� perceptions. International Journal of Learning, Teaching and Educational Research, 19(7), 298 鈥�319. ()

Ndlovu, M., Ramdhany, V., Spangenberg, E. D., & Govender, R. (2020). Preservice teachers鈥� beliefs and intentions about integrating mathematics teaching and learning ICTs in their classrooms. ZDM, 52(7), 1365-1380. ()

Spangenberg, E. D., & Van Putten, S. (2020). Relating Elements of Mathematics Anxiety with the Gender of Preservice Mathematics Teachers. Gender & Behaviour, 18(2), 15631鈥�15641, ()

Madosi, T., Spangenberg, E.D., & Ramdhany, V. (2020). The values learners consider as important in the learning of mathematics. Perspectives in Education, 38(1), 181鈥�196. ()

Spangenberg, E. D., & Pithmajor, A. K. (2020). Grade 9 mathematics learners鈥� strategies in solving number-pattern problems. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), em1862. ()

Prof Umesh Ramnarain

Prof Umesh Ramnarain research focus is mainly inquiry-based learning. His research is on inquiry teaching and learning, and its uptake in South African classrooms characterised by diversity and complexity in terms of intrinsic and extrinsic or environmental factors. The knowledge base he has built has important implications at both the national and international levels, especially in terms of inquiry teaching in underprivileged schools.

Prof Piet Ankiewicz

Prof Piet Ankiewicz has been awarded a C2 NRF rating for his foundational philosophical research on frameworks for technology education with the goal of advancing the teaching and learning of technology. His research interests include the affordances of the philosophy of technology for technology classroom pedagogy, teacher education, indigenous technology knowledge systems, and STEM education. He also has an interest in students鈥� attitudes towards technology. He recently authored chapters on students鈥� attitudes towards technology for Springer International Handbook of Technology Education (2018), the implications of Feenberg鈥檚 critical theory for technology education for a Brill Sense series book on philosophers of technology (2019), and indigenous technology knowledge systems for Information Age Publishing (2021). A chapter on approaches to teaching STEM for a Springer series has been accepted for publication in 2023. He also co-authored a chapter on human-centred design pedagogies to teach values in technology education for a Springer series (2022). Prof Piet Ankiewicz is now an Emeritus Professor but NRF rated.

Prof Emnet Tadesse Woldegiorgis

Emnet Tadesse Woldegiorgis is a Professor and Director at the Ali Mazrui Center for Higher Education Studies (AMCHES), 欧美福利100000 of Johannesburg. He holds a PhD from the 欧美福利100000 of Bayreuth, Germany, where he also worked as a researcher between 2015 and 2019. Emnet holds a joint Master’s Degree in Higher Education Studies from Oslo 欧美福利100000 (Norway), Tampere 欧美福利100000 (Finland), and Aveiro 欧美福利100000 (Portugal). He is NRF-rated researcher with a portfolio of over 30 peer-reviewed academic publications, primarily focusing on higher education research. Emnet has received advanced-level research training in higher education from the Centre for Institutional Cooperation (ICIS) at Vrije Universiteit, Amsterdam, as well as specialised training in Leadership and Management of Higher Education Institutions from Maastricht School of Management. Emnet is currently the Chair of the World Council for Comparative Education Societies (WCCES) Peace Education task force and the advisor board member of the Finnish Higher Education Partnership Programmer (HEP) representing the African continent. Prior to pursuing his PhD, Emnet served in various roles, including Head of the Quality Assurance Office and Department Heads of various academic entities.

Woldegiorgis, E. T., & Chiramba, O. (2024). Access and success in higher education: fostering resilience in historically disadvantaged students in South Africa. Journal of Applied Research in Higher Education.

Woldegiorgis, E. T. & Balogun, B. J. (2024). Individualising collectivity: Rethinking the individualism鈥揷ommunitarianism debate in the context of students鈥� resilience during the Covid-19 era. Educational Philosophy and Theory, 1-12.

Woldegiorgis, E. T. (2024). Internationalisation of Higher Education Under Neoliberal Imperatives: The Political Economy of Student Mobility in Africa. In Critical Reflections on the Internationalisation of Higher Education in the Global South (pp. 13-31). Emerald Publishing Limited.

Woldegiorgis, E. T., & Yu, C. Q. (Eds.). (2024). Critical Reflections on the Internationalisation of Higher Education in the Global South. Emerald Publishing Limited.

Woldegiorgis, E. T. (2024). Rethinking the Internationalisation of Higher Education in South Africa in the Post-Pandemic Era: Towards a Blended Future. In Critical Reflections on the Internationalisation of Higher Education in the Global South (pp. 201-222). Emerald Publishing Limited.

Kibona, B., & Woldegiorgis, E. T. (2023). Reconstructing the social responsibilities of African universities towards citizenship education: perspectives from the ujamaa philosophy of Julius Nyerere. Curriculum perspectives, 43(Suppl 1), 165-174.

Woldegiorgis, E. T., & Monari, K. (2023). Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia. African Journal of Teacher Education, 12(2 Special Issue), 1-19.

Woldegiorgis, E.T. (2023). The Dynamics of Globalisation and Internationalisation Processes Shaping the Policies for African Higher Education. In: Daniel, B.K., Bisaso, R. (eds) Higher Education in Sub-Saharan Africa in the 21st Century. Springer, Singapore. https://doi.org/10.1007/978-981-99-3212-2_6

Woldegiorgis, E. T & Ndlovu, S. (2023). 鈥楴othing for us without us鈥�: Exclusion of students with disabilities in disability policy review at a South African institution of higher education. African Journal of Teacher Education, 12(1), 179-201.

Woldegiorgis, E. T. (2023). Changes and Continuity in the Roles and Functions of Higher Education in Sub-Saharan Africa. In Creating the New African 欧美福利100000 (pp. 40-66). Brill.

Woldegiorgis, E. T. & Balogun, B. J. (2023). Combating colonial mentality within higher learning spaces: The case of sub-Saharan African universities. African Journal of Teacher Education, 12(2 Special Issue), 94-118.

Woldegiorgis, E. T. (2023). Decolonising the African Union Regional Higher Education Policy: A Tentative Approach against Neocolonial Entanglement. In Unyoking African 欧美福利100000 Knowledge (pp. 120-137). Brill.

Bekele, T. A., Ofoyuru, D. T., & Woldegiorgis, E. T. (2023). Assessing 欧美福利100000-Society Engagements: Towards a Methodological Framework. Innovative Higher Education, 1- 21.

Woldegiorgis, E. T. (2022). Mitigating the digital divide in the South African higher education system in the face of the Covid-19 pandemic. Perspectives in Education, 40(3), 197- 211.

Woldegiorgis, E. T., & Amutuhaire, T. (2022). Resilience in the Face of A Global Pandemic: Dilemmas of Equity and Inclusion in Ugandan Higher Education. Journal of Educational Studies, 2022(si1), 122-140.

Woldegiorgis, E. T., & Jonck, P. (2022). Higher Education in the Face of a Global Pandemic. BRILL.

Woldegiorgis, E. T. (2022). Responses and Mechanisms for Mitigating the Effects of the COVID-19 Pandemic on East African Higher Education. In Higher Education in the Face of a Global Pandemic (pp. 120-138). Brill.

Woldegiorgis, E. T. (2022). The Challenges of Online Learning in African Higher Education: A Critical Reflection on the Digital Divide Associated with the COVID-19 Pandemic. In Higher Education in the Face of a Global Pandemic (pp. 11-27). Brill.

Woldegiorgis, E. T. (2022). Configurations of progress and the historical trajectory of the future in African higher education. Educational Philosophy and Theory, 1-15.

Woldegiorgis, E. T. (2021) Decolonising the African Union Regional Higher Education Policy: A Tentative Approach against Neo-colonial Entanglement. In A. P. Ndofirepi, S. Vurayai, & G. Erima, Unyoking African 欧美福利100000 Knowledges: Voices from the Subaltern.

Woldegiorgis, E. T., Turner, I., & Brahima, A. (Eds.). (2020). Decolonisation of Higher Education in Africa: Perspectives from Hybrid Knowledge Production. Routledge.

Woldegiorgis, E., & Cross, M. (2020). Book Review: Re-visioning Education in Africa: Ubuntu- Inspired Education for Humanity. Edited by Emefa J. Takyi-Amoako and N鈥橠ri T. Assi茅- Lumumba. Palgrave. Global Comparative Education: Journal of the World Council of Comparative Education Societies (WCCES), 4(1-2), 121-124.

Woldegiorgis, E. T. (2020). Re-Thinking Inclusive Higher Education for Students With Disabilities: A Proactive Approach Towards Epistemic Access in Ethiopia. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (pp. 235-250). IGI Global.

Woldegiorgis, E. T. (2020). Decolonising a higher education system which has never been colonised. Educational Philosophy and Theory, 1-13. doi.org/10.1080/00131857.2020.1835643.

Woldegirorgis, E. (2020). The emergence of decolonisation debates in African higher education. In: Woldegiorgis, E. T. Turner, Irina & A. Brahima, eds. Decolonisation of Higher Education in Africa: Perspectives from Hybrid Knowledge Production. London: Routledge, pp. 17-36.

Woldegiorgis, E., & Scherer, C. (Eds.). (2019). Partnership in Higher Education.Leiden, The Netherlands: Brill | Sense. doi: https://doi.org/10.1163/9789004411876

Woldegiorgis, E. T. (2019). Higher Education Partnership in Africa: The Case of the Pan- African 欧美福利100000 Network and the Mwalimu Nyerere Mobility Programme. In Partnership in Higher Education (pp. 12-28). Brill Sense.

Woldegiorgis, E. T., & Scherer, C. (2019). Challenges and Prospects for Higher Education Partnership in Africa: Concluding Remarks. In Partnership in Higher Education (pp. 203-211). Brill Sense.

Woldegiorgis, E. T. (2018). Policy Travel in Regionalisation of Higher Education: The Case of Bologna Process in Africa. In European Higher Education Area: The Impact of Past and Future Policies (pp. 43-59). Springer, Cham.

Woldegiorgis, E., Jonck, P., Goujon, A., & Lanoi, M. (2018). Educational Change and Empowerment: A South African Systems Analytical Approach. In A. Roodt, M. Priscilla, D. Katerere, & S. Hachigonta, Systems Analysis Approach for Complex Global Challenges (1 ed., pp. 230-253). Springer International Publishing. doi:10.1007/978-3- 319-71486-8

Dr Logan V Govender

Prior to joining AMCHES, Dr Govender was the Education Thematic Head of Save the Children South Africa from July 2016 to August 2019, responsible for programming in Early Childhood Development (ECD) and Basic Education. With more than 25 years鈥� experience in the education sector, he has worked as a teacher, policy analyst, independent researcher, and as Senior Research Manager in the Education and Skills Development programme of the Human Sciences Research Council, Pretoria. He has consulted for parastatals and policy think tanks and has held part-time research associate positions with the 欧美福利100000 of Johannesburg and the Cape Peninsula 欧美福利100000 of Technology. He has a PhD in Education Policy and Management from the 欧美福利100000 of the Witwatersrand (2008); and holds a Master鈥檚 degree in Applied Linguistics from the 欧美福利100000 of Illinois at Chicago. Dr Govender has several research-based, peer-reviewed publications to his credit, focusing on education policy analysis, teacher union-state relations and education reform. He is currently working on higher education curriculum issues and teacher professionalism and unionism.

Recent Publications:

All units published in 2022

1. Govender, L. (2022). Teacher Unions and the State鈥檚 Management of the COVID-19 Pandemic in the Provision of Basic Education in South Africa. In听Higher Education in the Face of a Global Pandemic(p. 28-50). Brill.
2. Cross, M & Govender, L. (2022). Researching students鈥� epistemic access under COVID-19. Epistemological and Methodological Challenges. Critical Studies in Teaching and Learning (CriSTaL),听10(1), 1-22.
3. Govender, L. (2022). Using Critical Policy Historiography in Education Policy Analysis: A South African Case Study.听Education as Change,听26, 1-20.

All units published in 2023

Govender, L & Naidoo, D. (2023). Decolonial insights for transforming the higher education curriculum in South Africa.听Curriculum Perspectives, 1-13.

Cross, M, Govender, L & Essop, A. (Eds.). (2023). The South African Democratic Teachers鈥� Union (SADTU) and the Struggle for Professional Unionism. UKZN Press.

Govender, L. (2023). Organisational Development and Efficiency: Key Ingredients for Professional Unionism. In M Cross, L Govender and A Essop (Eds.). The South African Democratic Teachers鈥� Union (SADTU) and the Struggle for Professional Unionism. UKZN Press, Durban.

Govender, L & Cross, M. (2023). Teacher Unions and Policy-Making in South Africa: Exclusion, Contestation and Collaboration. In M Cross, L Govender and A Essop (Eds.). The South African Democratic Teachers鈥� Union (SADTU) and the Struggle for Professional Unionism. UKZN Press, Durban.

Mashilo, PP & Govender, L. (2023) 听African identity and curriculum transformation at universities in South Africa. African Journal of Teacher Education, 12(2), 119-143.

Dzinoreva, T, Mavunga, G & Govender, L. (2023). Towards a context-relevant, institution-based ICT integration model of teacher education curriculum in Zimbabwe. African Journal of Teacher Education, 12(2), 162-188.

All units accepted for publication in 2024

Woldegiorgis, E & Govender, L. (Eds). (2024). Higher Education Transformation in Africa: A quest for an epistemological rupture. Vol. 1, Routledge.

Woldegiorgis, E & Govender, L. (Eds). (2024). 听Higher education Transformation in Africa: Change and Continuity, Vol II, Routledge.

Govender, L & Woldegiorgis, E. (2024). Higher Education Transformation in Africa: Reflecting on Michael Cross鈥檚 Intellectual Legacy. In: E Woldegiorgis and L Govender (Eds). Higher education Transformation in Africa: Change and Continuity, Vol II, Routledge.

Govender, L & Madali艅ska-Michalak, J. (2024). Researcher identity formation and cultivating postgraduate research communities: Towards a blended future. In K. Yassim (Ed) Leading Online Learning: Participatory Supervision as a Pathway for Cultivating Postgraduate Research Communities. Cambridge Scholars Press.

Dzinoreva, T, Govender, L & Mavunga, G. (2024). Rethinking ICT integration in teacher education curricula at Diploma Level in Zimbabwe. In K. Yu (Ed.) Higher Education ICT Integration in Africa: Readiness, Implementation and Trajectory. Routledge.

Woldegiorgis, E & Govender, L. (2024). Articulating the Complexities of African Higher Education: The Intellectual Odyssey of Michael Cross. Y听Waghid and A Alasfour (Eds) Values Education and Beyond: Implications for Emotional Learning, Brill.

Prof Elizabeth Henning

Prof Elizabeth Henning is the South African National Research Foundation Chair for “Integrated Studies of Learning Language, Mathematics and Science in the Primary School.” She leads research in mathematical cognition and language in the early years of school as well as primary school children’s learning of science concepts and reading of science texts. She is a Fellow of the American Educational Research Association. She combines instructional film production with research.

Dr Amasa Ndofirepi

Dr Amasa Ndofirepi is a Senior Lecturer in Philosophy of Education as well as a UJ Research Associate at AMCHES with research interests in African Philosophy of Education, Philosophy for Children, Critical thinking in education, Higher Education Studies with an eye on socially just epistemologies in African universities. He extensive experience teacher education in local and international institutions and his peer-reviewed work is published in books, book chapters and international journals.

Prof Carmel McNaught

Carmel McNaught is Emeritus Professor of Learning Enhancement and former Director of the Centre for Learning Enhancement And Research (CLEAR) at The Chinese 欧美福利100000 of Hong Kong. She has accepted the role of Distinguished Visiting Professor at the 欧美福利100000 of Johannesburg in South Africa. Since the early 1970s, Carmel has worked in higher education in Australasia, southern Africa and the UK in the fields of chemistry, science education, second-language learning, eLearning, and higher-education curriculum and policy matters. She has been involved in several professional organizations and is a Fellow of the Association for the Advancement of Computers in Education. She has served on the editorial boards of 18 international journals; and is a prolific author with over 350 academic publications; recent publications and activities can be viewed at . She is currently a higher-education consultant, working mostly in Africa, Australia, Hong Kong and other countries in Asia, New Zealand, the UAE and the UK.

Prof Elias Mpofu

Elias Mpofu, Ph.D., DEd, CRC, FASROC, MAPS, is professor of health sciences at the 欧美福利100000 of North Texas, and visiting professor with the 欧美福利100000 of Johannesburg. He presently Adjunct Research Professor with the Western Sydney 欧美福利100000鈥檚听 Translational Health Research Institute (Campbell Campus) (2019-2022), and Honorary听 Professor of听 Health Sciences at the 欧美福利100000 of Sydney (2017- present), besides other interntional affiliations.听 A rehabilitation psychologist, Elias Mpofu is recipient of research awards in the health sciences including the the South African National Research Foundation, Australia Research Council, US National Science Foundation,听 US. National Institutes of Health [NIH] 听听and the US National Institute on Disability, Independent Living and Rehabilitation Research.听 Professor Elias Mpofu was Head of Discipline of Rehabilitation Counselling at the 欧美福利100000 of Sydney (2008-2016), providing teaching, research, and service leadership to graduate programmes in rehabilitation counselling at that 欧美福利100000. He serviced many committees at the 欧美福利100000 of Sydney. He was also a past Chair/Convenor of the Rehabilitation Psychology Interest Group of the Australian Psychological Society (2014-2015), panel member of the Australian ICF Disability and Rehabilitation Research Program (AIDRRP), advisory committee member of the World Health Organization鈥檚 [WHO] Collaborating Centre for Health Workforce Development in Rehabilitation and Long Term Care (2012-2017) and Examiner for the behavioral health module of the Royal Australasian College of Physicians (2012-present)听 and International Representative of the US National Council of Rehabilitation Education (2010-2012; 2018-2020).

Kerry J Kennedy

Host: Prof. Robinson

Kerry J Kennedy is a graduate of Stanford 欧美福利100000 (MA, PhD), the 欧美福利100000 of New England, Australia (MLitt) and the 欧美福利100000 of New South Wales, Australia (MEd, BA DipEd). He has held senior academic positions in Australia and Hong Kong. He is currently an Advisor (Academic Development) at The Education 欧美福利100000 of Hong Kong and a Distinguished Visiting Professor in the Faculty of Education at the 欧美福利100000 of Johannesburg. His areas of research interest are curriculum policy and theory, classroom assessment and civics and citizenship education. He is currently Editor of Curriculum Perspectives, the journal of the Australian Curriculum Studies Association, Co-Editor of Educational Studies and the Series Editor for the Routledge Series on Schools and Schooling in Asia and Routledge鈥檚 Asia Europe Education Dialogue Series. He is a Life Member of the Australian Curriculum Studies Association, a Fellow of the Australian College of Education and a co-winner of the 2012 Richard M. Wolf Memorial Award presented by the International Association for the Evaluation of Educational Achievement. Publications for Kerry J Kennedy.

Prof Jari Lavonen

Jari Lavonen is a Full Professor of Physics and Chemistry Education (2003-) at the Department of Teacher Education, 欧美福利100000 of Helsinki, Finland and a Distinguished Visiting Professor (Childhood Education) (2016-) within the Faculty of Education, 欧美福利100000 of Johannesburg. From 2005 to 2009, he was a director of the Finnish Graduate School for Research in Science and Mathematics Education and from 2002 to 2007 was president of the Finnish Association for Research on Teaching of Mathematics and Science. He has worked in primary and secondary teacher education and in-service teacher training and developed and taught numerous courses on teaching and assessment methods in science and technology education. His main research interests lie in science and technology teaching and learning, teacher education and ICT use in science and technology education. He has published, together with other researchers, 157 refereed scientific papers in various journals and books, as well as 144 other articles and 166 books for either science teacher education or for science education. Professor Lavonen has been a director (PI) of 18 research projects with external research funding, and he has supervised 21 PhD theses.

Prof Anthony J. Onwuegbuzie

Anthony J. Onwuegbuzie is Professor in the Department of Educational Leadership at Sam Houston State 欧美福利100000, where he teaches doctoral-level courses in qualitative research, quantitative research, and mixed research, including program evaluation, teacher education, and educational psychology courses. Further, he is Distinguished Visiting Professor at the 欧美福利100000 of Johannesburg. His research areas primarily involve social and behavioral science topics, including disadvantaged and under-served populations such as minorities, children living in war zones, and juvenile delinquents. Also, he writes extensively on qualitative, quantitative, and mixed methodological topics. With a current h-index of 71, he has secured the publication of more than 400 works, including more than 300 journal articles, 50 book chapters, and 5 books. Most recently, he co-authored a book entitled Seven Steps to a Comprehensive Literature Review (SAGE). He is President of the Mixed Methods International Research Association.

Prof Linda Chisholm

Linda Chisholm is a Professor and a former special advisor to the Minister of Basic Education in South Africa, and before that a Director in the Education and Skills Development research unit at the Human Sciences Research Council, Professor and Chair of Education at the 欧美福利100000 of Natal (now KwaZulu-Natal) and Director of the Education Policy Unit at the 欧美福利100000 of the Witwatersrand, Johannesburg. She has worked closely with government on curriculum reform, has served on several journal editorial boards and is currently on the international advisory board of the Journal of Curriculum Studies.听 She has published widely on the historical, contemporary and comparative aspects of education policy and curriculum in South Africa and the region. Her most recent books include Between Worlds: German Missionaries and the Transition from Mission to Bantu Education (Wits Press, 2017) and Teacher Preparation in South Africa: History, Policy and Future Perspectives (Emerald Press, 2019).听听

鈥楳y research focus has straddled history and contemporary education and curriculum policy in South Africa and the region with an emphasis on the relationship between past, present and future. While I have retained a consistent interest in comparative and transnational education, post-colonial studies’ concerns with the complexities of local appropriations and adaptations, forms of hybridization, boundaries-crossings and -blurrings, interrelationships, entanglements and relationalities, have been at the centre of my work on learner-centred education in Africa, migration and education, textbook representations, curriculum and teacher education.鈥櫶�听

Publications

Link: 听

Chisholm, L. 鈥楲andscapes of Education in South African History鈥� (forthcoming) in George Noblit (Ed) Oxford Research Encyclopaedia of Education.听 (New York, Oxford 欧美福利100000 Press, forthcoming)听

Chisholm, L. 鈥楾ransnationalism, Migration and Education in South Africa鈥� in R. Natarajan (ed) Sprache 鈥� Bildung – Geschlecht: Interdisziplin盲re Ans盲tze in Flucht- und Migrationskontexten (Language 鈥� Education – Gender: Interdisciplinary Approaches in Refugee and Migration contexts) (Springer, 2020 forthcoming)听

Chisholm, L. 鈥楾ransnational colonial entanglements: South African teacher education college curricula鈥� in Gary McCulloch, Mariano Gonzalez Delgado and Ivor Goodson (eds) Transnational Perspectives on Curriculum History (London: Routledge, 2020)听

Chisholm, L.听 鈥楥orona, Crisis and Curriculum: History of Health Education in South Africa鈥�, Southern African Review of Education, 2020听

Chisholm, L. Teacher Preparation in South Africa: History, Policy and Future Direction (Bingley, UK: Emerald Press, 2019)听

Chisholm, L. and Fig, D., 鈥楾he Cold War in South African History Textbooks鈥� in Barbara Christophe, Peter Gautschi and Robert Thorp (eds) The Cold War in the Classroom : International Perspectives on Textbooks and Memory Practices (New York: Palgrave, 2019)听

鈥楲ate-Apartheid Education Reforms and Bantustan Entanglements鈥�, African Historical Review, vol. 50, Issue 1-2, 2018, pp 27-45听听

Linda Chisholm, Michelle Friedman and Queenta Anyele Sindoh, 鈥楧ecolonising History of Education in South African Teacher Education鈥� Southern African Review of Education vol. 24, no. 1, 2018, pp. 74-91听

鈥楻epresentations of Race, Class and Gender in Textbooks鈥� in E Fuchs and A Bock. (eds) Palgrave International Handbook of Textbook Studies (New York: Palgrave, 2018)听听

Chisholm, L. Between Worlds: German Missionaries and the Transition from Mission to Bantu Education (Johannesburg: Wits Press, 2017)听

鈥楤antustan Education History: The ‘Progressivism’ of Bophutatswana’s Primary Education Upgrade Programme (PEUP), 1979-1988鈥� in S. Ally and A Lissoni (eds.) New Histories of South Africa’s Apartheid-Era Bantustans (Routledge, 2017)听

鈥樷�滷ate Comes to the Mission Schools鈥�: Fire at Bethel, 1953鈥�,听 South African Historical Journal vol.69, no. 1, 2017, pp.121-31听

鈥楥urriculum Transition in Germany and South Africa, 1990-2010,鈥� Comparative Education, vol. 51, no. 3, 2015, pp. 401-418听

鈥楥omparing History Textbooks in Apartheid South Africa and the German Democratic Republic, 1950-1990,鈥� Southern African Review of Education, vol. 22, no. 1, 2015, pp. 80-94.听

Education

Ph.D. 欧美福利100000 of the Witwatersrand, Johannesburg (1989) MA 欧美福利100000 of London School of Oriental and African Studies (1980) Postgraduate Certificate of Education (PGCE) 欧美福利100000 of London Institute of Education (1978) BA (Hons) 欧美福利100000 of Cape Town (1976)

Employment History

Professor, Centre for Education Rights and Transformation, 欧美福利100000 of Johannesburg Special Advisor to Minister of Basic Education, 2015 Director, Human Science Research Council : in research programmes: Education, Science and Skills Development; Child Youth, Family and Social Development and Education Policy Research, 2002-2009 Chair and Professor of Education, 欧美福利100000 of Natal Durban (now 欧美福利100000 of KwaZulu-Natal), 2000 Director, Education Policy Unit, 欧美福利100000 of the Witwatersrand, Johannesburg, 1991-1999 Senior Lecturer, 欧美福利100000 of the Witwatersrand, Johannesburg, 1989-1991 Lecturer, 欧美福利100000 of the Witwatersrand, Johannesburg, 1984-1989 Junior Lecturer, 欧美福利100000 of the Witwatersrand, Johannesburg, 1981-1984 1994 鈥� To date National Government Appointments Member of Ministerial Committee on Diversity in South African Textbooks, 2016-8 Special Advisor to Minister of Basic Education, 2009-2014 Reference Group, Ministerial Committee on Gender Equality in Education, 2004 鈥� 2005 Ministerial Committee Project Leader for Review and Revision of Curriculum 2005, Ministry of Education, Pretoria, 2000-2002 Chair, Ministerial Review Committee to review Curriculum 2005, 2000

Other Positions held

Board member of the Centre for Research on Education and the Labour Market, 欧美福利100000 of the Witwatersrand, Johannesburg Advisory Board member of Wits Mathematics South African Research Chairs Connect project Board member of Public Affairs Research Institute (PARI) Johannesburg Member of ILO/UNESCO Board of Experts on Teachers 听 NRF B Rated Researcher

Editorships

2017 鈥� 2018 Associate Editor (Education and Social Science) ASSAF’s South African Journal of Science 2014 鈥� Executive Committee member of Education as Change 2012 鈥� International Advisory Board, Journal of Curriculum Studies 2008 鈥� Editorial Advisory Board, Girlhood Studies 2013-7 Associate Editor of International Journal of Educational Development 2005- 2010 Editor, Southern African Review of Education 2008 鈥� 2012 Editorial Advisory Board, Development Southern Africa 2002- 2008 International Advisory Editorial Board, Compare 2006-8 International Advisory Board, Gender and Education 2004- Editorial Advisory Board, African Education Review 2005-8 HSRC Press Editorial Board

Professional Registration and Affiliations

International Standing Conference on the History of Education (ISCHE) (Scientific Committee) Comparative and International Education Society (CIES) (Member) British Education Research Association (Member) South African Education Research Association (SAERA) (Member) Southern African Comparative and History Education Society (SACHES)

Prof Christo Van der Westhuizen

Christo Van der Westhuizen, PhD is currently Professor in Learning Technologies in the Department of Sciences and Technology Education at the Faculty of Education of the 欧美福利100000 of Johannesburg. He was employed by the North-West 欧美福利100000 Faculty of Education Sciences of the Potchefstroom Campus for 21 years, also the sub-area leader for blended learning in the research unit for self-directed learning, and subject chair for Geography Education for several years. He has been working in the field of teacher education for the past 20 years and his research focus is the effective integration of ICT鈥檚 (including Geo-spatial technologies) in blended learning environments to foster self-directed learning. He is an Editorial Board member of the Journal of Geography in Higher Education (JGHE). ORCID 0000-0002-4762-8538

Dr. Roxanne Bailey

ORCID:

As a Y2-Rated researcher Dr. Bailey鈥檚 main research focus is the promotion of self-directed learning through the implementation of cooperative learning and blended learning especially in the fields of computer science education. In her chapter 鈥淎 systematic review of research on the use of technology-supported cooperative learning to enhance self-directed learning鈥� she, along with her colleague Prof Elsa Mentz, explored the incorporation of technology when implementing cooperative learning. Roxanne has received several research grants for her research and is currently involved in three research projects aimed at investigating technology-supported cooperative learning in computer science education modules. Apart from her research focus being implemented mostly in computer science education modules, Roxanne has investigated strategies for supporting novice programmers at High School level 鈥� Grade 10, as well as Tertiary level 鈥� BEd students 鈥淚ntroduction to programming module鈥�.

Prof Mlamuli Nkosingphile Hlatshwayo

Professor Mlamuli Nkosingphile Hlatshwayo is an Associate Professor at the Ali Mazrui Centre for Higher Education Studies at the 欧美福利100000 of Johannesburg, South Africa. His research interests include theorising higher education transformation and decolonisation in the global South, student movements and re-thinking the public university beyond the neoliberal colonisation. Prof听Hlatshwayo has over 32 peer-reviewed publications and over 80 national and international conference presentations, invited seminars and public lecturers. He holds a PhD in Higher Education Studies and a Masters鈥� degree (cum laude) in Political and International Studies from Rhodes 欧美福利100000.

Prof Hlatshwayo was the visiting scholar at the 欧美福利100000 of Connecticut鈥檚 Neag School of Education for 2018-2019, the Jakes Gerwel Distinguished Fellow in Education, as well as the 2021-2022 Andrew W. Mellon Early Career Fellow in higher education. He served as a member of the Council on Higher Education (CHE)鈥檚 Review of Higher Education in South Africa Twenty-Five Years into Democracy (2022). He is the current grant recipient of the National Institute for the Humanities and Social Sciences鈥� catalytic grant, focusing on 鈥渙lder鈥� early career academics in South African higher education. Prof Hlatshwayo鈥檚 co-edited book,听Decolonising Knowledge and Knowers: Struggles for 欧美福利100000 Transformation in South Africa, was published with Routledge in 2022. He was recently elected to be an executive member of the South African Education Research Association (SAERA) for 2023-2024.

Publications:

BOOKS:听

• Hlatshwayo, MN., Fataar, A., Adendorff, H., Blackie, MA and Maluleka, P. (2022). Decolonizing Knowledge and Knowers: Struggles for 欧美福利100000 Transformation in South Africa. London and New York: Routledge.

BOOK CHARPTERS:听

• Hlatshwayo, MN. (2023). Academic development in the period of disruption: A decolonial insight. In Shoba, R. and Chitanand, N. (Eds.). Academic Staff Development Disruptions, Complexities, Change (Envisioning new Futures). Stellenbosch: African Sun Media.
• Hlatshwayo, MN. (2023). When they see and hear us: Black students and the fight for a decolonial university in South Africa. In Conner, J., Raaper, R., Valenzuela, CG. And Gauthier, L. (Eds.). Bloomsbury Handbook of Student Voice in Higher Education. London: Bloomsbury Publishing.
• Hlengwa, A., Hlatshwayo, MN, and Ngcwangu, S. (2022). Access and Success with a Focus on Public Higher Education. Review of Higher Education in South Africa Twenty-five years into Democracy. Pretoria: Council on Higher Education. CHE: Pretoria.
• Hlatshwayo, MN. (2022). Decolonizing the university: Some preliminary notes on recontextualizing (decolonial) knowledge in the time of transformation. In Hlatshwayo, MN., Fataar, A., Adendorff, H., Blackie, M. and Maluleka, P. (Eds.). Decolonising Knowledge and Knowers: Struggles for 欧美福利100000 Transformation in South Africa. London and New York: Routledge.
• Hlatshwayo, MN., Fataar, A., Adendorff, H., Blackie, MA., and Maluleka, P. (2022). Introducing 鈥榙ecolonising knowledge and knowers. In Hlatshwayo, MN., Fataar, A., Adendorff, H., Blackie, MA., and Maluleka, P. (Eds.). Decolonising Knowledge and Knowers: Struggles for 欧美福利100000 Transformation in South Africa. London and New York: Routledge.
• Hlatshwayo, MN. (2021). Re-thinking South African higher education calls for epistemic freedom: Beyond the abyssal line and towards the field of knowledge. In Sosibo, L and Ivala, E. (Eds.). Creating Effective Teaching and Learning Spaces: Shaping Futures and Envisioning Unity in Diversity and Transformation. Delaware: Vernon Press.
• Hlatshwayo, MN, Shawa, LB, and Nxumalo, SA. (2021). Ubuntu currere in the academy: a case study from the South African experience. In Morreira, S., Luckett, K, Kumalo, S and Ramgotra, M. (Eds.). Decolonising Curricula and Pedagogy in Higher Education, New York: Routledge.
• Hlatshwayo, MN. (2020). The Emergence of the Lockdown 欧美福利100000: Pitfalls, Challenges, Opportunities. In Ramrathan, L., Ndimande-Hlongwa, N. Mkhize, N. & Smit, J.A. (Eds.). Rethinking the Humanities Curriculum in the Time of COVID-19. Volume #01. Pietermaritzburg: Alternation African Scholarship Book Series.

JOURNAL ARTICLES:

• Munyaradzi, J. & Hlatshwayo, M. N. (2025) Theorising the Voices of Senior Academics on Decolonising the 欧美福利100000 Curriculum in an Open Distance E-Learning Institution in South Africa. African Journal of Inter/Multidisciplinary Studies, 7(1), pp. 1鈥�13.
• Hlatshwayo, M. (2024). Women postdocs in a neoliberal higher education in South Africa. Southern African Review of Education, 29(2), 35鈥�49.
• Hlatshwayo, MN. (2024). You鈥檙e brought in as a workhorse and there’s no real security here! Postdocs, precarity and the neoliberal university in South Africa. PINS 鈥� Psychology in Society 66(2): 26-44.
• Hlatshwayo, MN. & Mfeka, N.N. (2024). Kunzima, it鈥檚 not for the fainthearted: Narratives of the student representative council in negotiating student leadership in higher education. South African Journal of Higher Education 38(5): 245鈥�262.
• Hlatshwayo, MN. (2024). On pipelines and precarity: Competing narratives on the roles and functions of postdocs in South African higher education. Education as Change 28(16746): 1-19.
• Hlatshwayo, MN. (2024). A decolonial reading of Bernstein鈥檚 sociology of education in transforming the university in South Africa. Acta Academica 56(1): 62-79.
• Hlatshwayo, MN. (2024). On violence in South African higher education: An ideological perspective. Perspectives in Education 42(1), 238-253.
• Gachago, D., Hlatshwayo, MN., Van Heerden, L., and Nkoala, S. (2024). Two unlikely bedfellows: Towards a decolonial unconference methodology. Critical Studies in Teaching & Learning 12(1), 21-43.
• Hlatshwayo, MN. (2024). Beyond the neoliberal university: Problematising the staffing South Africa鈥檚 universities framework. TD: Journal of Transdisciplinary Research in Southern Africa 20(1): 1-8.
• Hlatshwayo, MN. & Mbatha, AD. (2024). Beyond COVID-19: Teaching and learning lessons for the next pandemic through Ubuntu currere. Transformation in Higher Education 12(0), 1-8.
• Hlatshwayo, MN. & Majozi, NVG. (2024). Young, gifted, and Black: Exploring Black early career academics鈥� experiences in negotiating their being and belonging in a South African university. SA Journal of human Resource Management 22(1), 1-8.
• Hlatshwayo, MN. & Ngcobo, BM. (2023). Are we there yet? An intersectional take on Black women academics鈥� experiences in a South African university. Journal of Education 1(92): 169-185.
• Hlatshwayo, MN & Ngcobo, BM. (2023). Doing just enough to get by: Voices of Black female early career academics in navigating the publish or perish discourse in South Africa. Education as Change 27(1): 1-21.
• Hlatshwayo, MN, Zondi, TA, and Mokoena, TD. (2023). It gives me anxiety! Black Academics鈥� experiences of teaching large classes during/ post the Covid-19 pandemic in a South African university. Perspectives in Education 41(2), 104-119.
• Hlatshwayo, MN. (2023). Decolonising the South African 欧美福利100000: First Thoughts. South African Journal of Higher Education 37(3), 100-112.
• Hlatshwayo, MN. (2022). The rise of the neoliberal university in South Africa: Some implications for curriculum imagination(s). Education as Change, 26 (1), 1-21.
• Hlatshwayo, MN (2021). The ruptures in our rainbow nation: Reflections on teaching and learning practices in the time of #RhodesMustFall. Critical Studies in Teaching & Learning 9(2), 1-18.
• Hlatshwayo, MN, Khumalo, S.D., and Nzimande, N. (2021). The pandemic is our portal: Reimagining teaching and learning in the time of Covid-19. African Perspectives of Research in Teaching and Learning 5(1), 59-77.
• Hlatshwayo, MN & Alexander, I. (2021). We鈥檝e been taught to understand that we don鈥檛 have anything to contribute towards knowledge: Exploring Academics鈥� understanding of decolonising curricula in higher education. Journal of Education 82(1). 44-59.
• Hlatshwayo, MN. (2020). Being Black in South African higher education: An intersectional insight. Acta Academia 52(2), 163-180.
• Hlatshwayo, MN, Shawa, LB. and Nxumalo, SA. (2020). Ubuntu currere in the academy: A case study from the South African experience. Third World Thematics (1)1, 1-17.
• Hlatshwayo, MN & Zondi, TA. (2020). Gazing at South African higher education transformation through the potential role of the Wesleyan quadrilateral: A theological approach. HTS Teologiese Studies / Theological Studies. 76(1).
• Hlatshwayo, MN & Shawa, LB. (2020). Towards a critical re-conceptualisation of the purpose of higher education: The role of Ubuntu-Currere in re-imagining teaching and learning in South African higher education. Higher Education Research & Development 39(1) 26-38.
• Hlatshwayo, MN. (2019). Thinking through the organic crisis and epistemic disobedience in South African higher education curricula: Making Political Science relevant. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa. 27(1) 6587.
• Hlatshwayo, MN & Fomunyam, KG. (2019a). Theorising First-generation Students鈥� Successes at a Historically White South African 欧美福利100000. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa 28 (4) 84-115.
• Hlatshwayo, MN & Fomunyam, GK. (2019b). Theorising the #MustFall Student Movements in Contemporary South African Higher Education: A Social Justice Perspective. Journal of Student Affairs in Africa. 7(1) 61-80.
• Hlatshwayo, MN & Fomunyam, GK. (2019c). Views from the margins: Theorising the experiences of Black working-class students in academic development in a historically white South African university. TS: The Journal for Transdisciplinary Research in Southern Africa. 15(1): 1-11.
• Vincent, LD & Hlatshwayo, MN. (2018). Ties That Bind: The Ambiguous Role Played by Social Capital in Black Working Class First-Generation South African Students鈥� Negotiation of 欧美福利100000 Life. South African Journal of Higher Education 32(3). 118-138.
• Hlatshwayo, MN & Fomunyam, GK. (2018a). Genopolitics: The dormant niche in political science curriculum in South African universities. TD: The Journal for Transdisciplinary Research in Southern Africa 14(1). 1817-4434.
• Hlatshwayo, MN & Fomunyam, GK. (2018b). Othering the Higher Education Sector in Governance and Democratic Processes in Africa. CODESRIA Bulletin 1(2): 26-29.

SPECIAL ISSUE GUEST EDITOR:

• Hlatshwayo, MN. & Prozesky, H. (2025). Scholars in the margins: The complex lives of postdocs in higher education. Education as Change.
• Hlatshwayo, MN. & Moloi, TM. (2024). The Neoliberal Turn in Higher Education: Pitfalls, Challenges, Possibilities in the global South. Transformation in Higher Education 9(0).
• Rusznyak, L, Hlatshwayo, MN, Fataar, A. and Blackie, M. (2021). Knowledge-building and knowers in educational practices. Journal of Education, 1(18).

OPINION PIECES:

• Hlatshwayo, MN. (2025). A Decade of #RhodesMustFall: The Long Road to Higher Education Transformation. IOL.
• Hlatshwayo, MN. (2025). Large number of student applications for scarce varsity spaces is deeply worrying.
• Hlatshwayo, MN. (2024). Exorbitant vice-chancellor salary packages suggest something is fundamentally broken in our higher education听system. The Daily Maverick.
• Hlatshwayo, MN. (2024). The GNU offers an opportunity to reimagine a new social contract for South Africa鈥檚听universities. Daily Maverick.
• Hlatshwayo, MN & Bertram, CA. (2022). Revisiting the purposes of higher education in the time of COVID-19. UKZNDABA.
• Hlatshwayo, MN. (2013). Feminizing Fanon, a Critical analysis of T. Denean Sharpley-Whiting鈥檚 Frantz Fanons: Conflicts and Feminisms. The Frantz Fanon Blog.
• Hlatshwayo, MN. (2013). Of Being and Nothingness: Critical analysis of Lewis Gordon鈥檚 ‘Fanon and the Crisis of European Man’. The Frantz Fanon Blog.

Prof Mdutshekelwa (Mdu) Ndlovu

Prof Mdutshekelwa (Mdu) Ndlovu is an NRF rated Professor of Mathematics Education in the Department of Mathematics, Science and Technology Education (MSTEd) in the Faculty of Education. His research interests include the integration of ICTs into the teaching and learning of mathematics at high school and undergraduate (pre-service) levels. He has published and continues to supervise Honors, Masters and Doctoral candidates in this niche area including pre-service teachers鈥� competencies in and beliefs about technology integration in the teaching of mathematics. He is co-editor of a Routledge scholarly book on the integration of ICTs in STEM education in Africa and has authored and co-authored numerous journal articles, book chapters and conference proceedings. He is an Associate Editor of Pythagoras, an accredited DHET, Scopus and DOAJ listed mathematics education journal.

Dr Chiedu Eseadi

Dr Eseadi serves as a Senior Lecturer within the Department of Educational Psychology. His research interests include career counselling, career transitions, interventions for individuals with disabilities, mental health and workplace interventions, educational and career guidance.

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Prof Maximus Monaheng Sefotho

Maximus Monaheng Sefotho (PhD) is a Full Professor in the Department Educational Psychology – 欧美福利100000 of Johannesburg. His research has focuses on disability, career transition of youth with disabilities and hephapreneurship, a neology he coined for persons who are neither in education, employment or training and is geared towards transformation and social change. Prof. Sefotho coined another portmanteau: Technopedandragogy owing to the disruption of teaching and learning during COVID-19. Technopedandragogy finds a home in Open Distance e-Learning (ODeL) Universities. Prof. Sefotho is the Director of the Centre for Neurodiversity@UJ.

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Prof Sarah Gravett

Sarah Gravett is a professor of teacher education and development at the 欧美福利100000 of Johannesburg (UJ) and was the dean of the Faculty of Education at UJ for fifteen years up to December 2021.听 Her research foci have included dialogic teaching, the design of learning environments in higher and adult education and teacher education. Currently, she is mainly involved in projects on education imperatives for a fast-changing world, focusing particularly on teacher education and development. Here she leads and is involved in projects that investigate teacher education models, the incorporation of the science of learning in teacher education, creative coding and educational robotics for teachers, making as a pedagogy and using mixed-reality simulations in teacher education. She听is a C-rated researcher and a member of the Academy of Science of South Africa (ASSAf).

Prof Morgan Nkululeko Ndlovu

Morgan Nkululeko Ndlovu is a full Professor and NRF-rated scholar. He is a transdisciplinary scholar who publishes on decolonizing knowledge and power, indigenous knowledge systems (IKS), education rights, and transformation with specific to Africa. His most recent publications include Performing Indigeneity: Spectacles of Culture and Identity in Coloniality (Pluto), and Marxism and Decolonization in the 21st Century: Living Theories and True Ideas (Routledge). He is an Associate Editor of the Inkanyiso: Journal of African Thought, a Ford Foundation International Fellow, National Research Foundation-rated scholar and a member of the International Advisory Board of the African Research Universities (ARUA)鈥檚 Centre of Excellence on Notions of Identities in Africa. He is currently editing a Routledge-commission Handbook of Decolonization. Professor Ndlovu is available to supervise Masters, doctoral and post-doctoral fellows within his research field.听

Prof Caroline Fitzpatrick

Caroline Fitzpatrick is a professor of child development at the Universit茅 de Sherbrooke in the faculty of education and visiting research fellow at the 欧美福利100000 of Johannesburg in the department of childhood education. She is also the holder of the Tier 2 Canada research Chair on Digital media use by children and its implications for promoting togetherness: an ecosystemic approach. Her research aims to better understand the consequences of child and youth media habits on physical, cognitive, and social development. In 2023 she was awarded the Tremplin award for her exceptional contribution to research in the social sciences.