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Dr Logan V Govender

Research Associate
Name: Logan V Govender
Location: B-Ring 220 Auckland Park Kingsway Campus
Ali Mazrui Centre for Higher Education, NRF Rated Researchers听 Staff Members

Contact Details:
Tel: 011 559 3167

Email:听lvgovender@uj.ac.za

About 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.