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    Exploring the Socio-Cultural Drivers of Early Marriage in Zimbabwe: A Qualitative Study of Community Perceptions and Attitudes

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    Teachers’ Perspectives of African Languages in Teaching Mathematics: Is There a Place for Sepedi?

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    Exploring Traces of Humanising Pedagogy in South African TVET Colleges: A Transformative Approach

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    WhatsApp as a Pedagogical Tool During COVID-19: A Bibliometric Review

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    The Politics of Space in South African Writing Centres: Whose Knowledge is Centred?

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    Editorial: Recentring Culture and Inclusion in African Educational Development and Transformation

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    Reimagining entrepreneurial education in South African universities to enhance graduate employability

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    Effectiveness of Sesotho folktales on children’s language skills development at a pre-school in the Maseru district, Lesotho: Parents’ and teachers’ perceptions

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    Literacy at the crossroad: Early-grade literacy teaching challenges in Zambia’s Chama district

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    Exploring the importance of learning support for learners with barriers to learning in senior-phase schools within the King Cetshwayo district

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    Contextualising and inclusive accounting education through community engagement: Participatory action research in rural South African schools

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    Teaching learners with learning disabilities in inclusive classrooms in Lesotho: Challenges and opportunities

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    Exploring senior education specialists’ roles in developing educators at secondary schools in the Gert Sibande education district

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    LINGUISTIC JUSTICE AND HIGHER EDUCATION FUTURES: LEVERAGING THE DISCIPLINARY LITERACIES FRAMEWORK TO RE-IMAGINE INSTRUCTIONAL COMMUNICATION IN SOUTH AFRICAN HIGHER EDUCATION

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    POST-COVID-19 CHALLENGES FACED BY ENTERPRISES IN RICHARDS BAY, KWAZULU-NATAL

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    ECOLOGIES OF DISTRESS: HOW OFF CAMPUS HOUSING AFFECTS STUDENT MENTAL HEALTH IN RURAL SOUTH AFRICA

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    MUSIC AS A PEDAGOGICAL TOOL AND EPISTEMOLOGY WITHIN A MULTILITERACIES APPROACH TO UNIVERSITY EDUCATION

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    DIALECTICS ON HUMANITARIAN ACTION: A NECESSARY ACTION TO THE LESS PRIVILEGE AND NATIONS IN CRISIS

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    A COLLABORATIVE OR DISPUTED SPACE? TEACHER UNIONS AND THE PROFESSIONALIZATION OF SCHOOL LEADERSHIP

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    ANTINOMIES OF AFRO-RADICAL AND LIBERAL DEMOCRATIC DECOLONIZATION IN ZIMBABWE AND SOUTH AFRICA IN SUE NYATHI’S THE GOLD-DIGGERS (2018)

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