|
2018 |
Singh |
P |
Tobephobia Leadership: Flip Side of Collegial Leadership |
The International Journal of Knowledge, Culture, and Change Management: Annual Review |
18(1) |
1-17 |
|
2018 |
Scheckle |
E |
What does it mean to be an 'engaged university? Reflections from a university and school-community engagement project |
Education, Citizenship and Social Justice |
|
1-14 |
|
2018 |
Scheckle |
E |
Hope and Future: Youth identity shaping in post-apartheid South Africa |
International Journal of Adolescence and Youth |
|
1-11 |
|
2018 |
Sathorar |
H |
Towards decolonising teacher education: Reimagining the relationship between theory and praxis |
South African Journal of Education |
38(4) |
1-12 |
|
2018 |
Sathorar |
H |
University Community Engagement: Living the contradiction |
Synergies - Educative Dialogues for Social Transformation |
6 |
73-85 |
|
2018 |
Pillay |
S |
The place of "vicarious memories" in contemporary South Africa |
South African Journal of Higher Education |
32(5) |
236-252 |
|
2018 |
Mayaba |
N |
Student voice: perspectives on language and Critical Pedagogy in South African Higher education |
Educational research for Social Change |
7 |
1-12 |
|
2018 |
Mayaba |
N |
A reflection on language politics at Nelson Mandela University |
Southern African Linguistics and Applied Language studies |
36 |
49-57 |
|
2018 |
Lundgren |
B |
Hope and Future: Youth identity shaping in post-apartheid South Africa |
International Journal of Adolescence and Youth |
|
1-11 |
|
2018 |
Khau |
M |
What does it mean to be an 'engaged university? Reflections from a university and school-community engagement project |
Education, Citizenship and Social Justice |
|
1-14 |
|
2018 |
Geduld |
D |
Towards decolonising teacher education: Reimagining the relationship between theory and praxis |
South African Journal of Education |
38(4) |
1-12 |
|
2018 |
Geduld |
D |
University Community Engagement: Living the contradiction |
Synergies - Educative Dialogues for Social Transformation |
6 |
73-85 |
|
2018 |
Du Plessis |
A |
What does it mean to be an 'engaged university? Reflections from a university and school-community engagement project |
Education, Citizenship and Social Justice |
|
1-14 |
|
2018 |
Delport |
A |
Developing mindfulness in chidren through participation in music activies. |
South African Journal of Childhood Education |
8 |
1-7 |
|
2018 |
De Lange |
N |
What does it mean to be a young African woman on a University campus in times of sexual violence? A new moment, a new conversation |
Behavioral Sciences |
8(8) |
1-20 |
|
2018 |
De Lange |
N |
What does it mean to be an 'engaged university? Reflections from a university and school-community engagement project |
Education, Citizenship and Social Justice |
|
1-14 |
|
2018 |
Damons |
B |
University Community Engagement: Living the contradiction |
Synergies - Educative Dialogues for Social Transformation |
6 |
73-85 |
|
2018 |
Cherrington |
A |
What does it mean to be an 'engaged university? Reflections from a university and school-community engagement project |
Education, Citizenship and Social Justice |
|
1-14 |
|
2018 |
Blignaut |
S |
Teacher views of the implementation of the HIV/Aids curriculum in Zimbabwean primary schools |
Southern African Review of Education |
24(1) |
58-73 |
|
2018 |
Athiemoolam |
L |
Students' viewpoints on using tableaux to anaylse short stories |
English Teaching: Practice and Critique |
17(3) |
245-256 |
|
2018 |
Athiemoolam |
L |
The Value of drama-in-education as a decolonizing pedagogy through embodied drame strategies in the higher education classroom |
Journal of Education |
72 |
55-72 |