Conceptualising differentiated forms of knowledge : the Medical (MBChB) curriculum of the University of Cape Town by Louw, Graham

Get full text

Multimodal textbook design : analyzing the construction of the discourses of pharmacology by Weiss, Rachel

Get full text

Ways of being multilingual in a monolingual state revealing the language ontologies and ideologies of young adult learners in a rural part of France through a language portrait exe... by Rajab, Zaheera

“…Amongst both the native and migrant learners, a very wide range of linguistic resources became evident. Distinctive features of this study included the focus on the vastly differing home and school repertoires and the space of tolerance and reflection which was created amongst learners, allowing learners from the global south to share southern epistemologies of language with their global north peers. …”
Get full text

The recruitment and recognition of prior informal experience in the pedagogy of two university courses in labour law by Breier, Mignonne

Get full text

Towards a qualitative framework for blending equity and excellence in transforming South African higher education to achieve development by January, Chanaaz Charmain

“…This potential trade-off features extensively in the early theoretical work of Wolpe and Badat and is reflected in subsequent frameworks and policies. …”
Get full text

Tacit knowledge in craft pedagogy: a sociological analysis by Gamble, Jeanne

Get full text

Opening pandora's box? Desegregation and Transformation in Six Elite Public Schools in the Western Cape Province of South Africa by Gordon, Timothy John

“…The most important findings to materialise are the following: By the end of the study period markedly different levels of learner desegregation - from 29% to 99% learners of colour - were manifest across the sample schools; Despite notable learner desegregation in four schools, the desegregation of the governance, management and educator components in all the sample schools was limited; Three distinct 'eras' surfaced around the schools' desegregatory and transformational trajectories: - an immediate post-1990 period characterised by a preponderant intent to break the legal prohibition on the enrolment of learners of colour, manifesting in the assimilation of the new intake, the preservation of ethos and the perpetuation of traditional approaches; - a second era, encompassing the period 1997 to 2015, characterised by consolidation and conservation; and accompanied by the modulation of race as the critical segregationist criterion through the increasing stratification of schools by class; - a third era, provoked by the pressures of #Fallism and characterised by changing mindsets and approaches to school attributes as divergent as ritual, learner leadership and the provision of bursaries.  The two latter eras saw the commodification of education instilling a change in the provision of schooling as a prescribed public entitlement for residents within reasonable proximity to a school, to a commodity for private consumption aimed at those able to 'purchase' it through a contribution to the school's financial, social or performatory capital.  Whereas historico-political and racial discrimination has not been eradicated from school choice and learner selection processes, the study postulates that levels of desegregation and transformation are also influenced by features of the urban landscape like transport nodes and conduits; catchment area and feeder school demographies; racial configurations in contiguous suburbs; and the social drawing power or 'aura' (Tatar, 1995) of the schools.  Indeed, geographical location emerged as a considerable factor in desegregatory developments in schools. …”
Get full text

The relationship between policy-making processes and e-learning policy discourses in higher education institutions in South Africa by Chikuni, Patricia Rudo

“…The study revealed that institutional policies are the products of complex inter-temporal exchanges among stakeholders who participate in the policy-making process. The features of the resultant policies depend on the interaction, interests and power of agents who are involved in the policy-making process. …”
Get full text

Publish or Perish? An investigation into research publication milieus in a differentiated higher education sector: two case studies by Sonday, Roshan

“…'Institutional differentiation' is a prominent feature of the South African higher education system. …”
Get full text

Christian education in the Baptist convention of South Africa with special reference to churches in the Transvaal : a practical theological investigation

Get full text
Get full text

The out of school literacy practices and semiotic resources of two grade 4 boys who excel at creative writing by Abdulla, Nabila

Get full text

Towards a prospectus for Freirean pedagogies in South African environmental education classrooms : theoretical observations and curricular reflections

Get full text
Get full text

A study of academic resilience amongst first generation university students in South Africa by Meinert, Leigh

“…All research questions will be featured in italics throughout this report. 1. How do first generation university students in a developing world context engage with their socio-cultural conditions? …”
Get full text

Exploring the uptake and integration of emerging technology into pedagogical practices in Health Sciences Education using an Activity Systems Approach by Doyle, Gregory

“…In contrast to traditional professional development models, flexibility, adaptability, and sustainability are key features of the KF4TT, enabling individual lecturers and institutional leaders to continuously review and adapt to rapidly changing educational technology in higher education.…”
Get full text

Exploring the uptake and integration of emerging technology into pedagogical practices in Health Sciences Education using an activity systems approach by Doyle, Gregory

“…In contrast to traditional professional development models, flexibility, adaptability, and sustainability are key features of the KF4TT, enabling individual lecturers and institutional leaders to continuously review and adapt to rapidly changing educational technology in higher education.…”
Get full text

A comparison of the effectiveness of science education in Korea and South Africa : a multilevel analysis of TIMSS 2003 data

Get full text
Get full text

How the use of information and communication technology enables school teachers to generate educational outcomes: case of South Africa by Koranteng, Kesewaa

“…The study found the ICT artefact, features, supportive function (such as training and support) and affordances enabled opportunities, the teachers acted on these opportunities to generate efficiencies in teaching, their well-being and the broader educational community within the context of individual differences. …”
Get full text

Discourse strategies of lecturers in higher education classroom interaction : a case at the University Dar Es Salaam, Tanzania by Shartiely, Nikuigize Erick

Get full text

The contextual nature of learning in community schools in Lusaka

Get full text

To wonder: a cartography of information technology as a hidden curriculum and its effect on learning environments for art education by Sennett, Ruben

Get full text