|
2020 |
Dr B Damons |
Reimagining community schools as beacons of hope and possibiity in the south african context |
Education as Change |
24(1) |
1-27 |
View Online |
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2020 |
Dr A Cherrington |
Reimagining community schools as beacons of hope and possibiity in the south african context |
Education as Change |
24(1) |
1-27 |
View Online |
|
2020 |
Dr B Damons |
Transforming traditional views of school leadership for school-community collaboration: a PALAR approach |
Action Learning: Research and Practice |
17(2) |
186-199 |
View Online |
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2020 |
Prof L Wood |
Transforming traditional views of school leadership for school-community collaboration: a PALAR approach |
Action Learning: Research and Practice |
17(2) |
186-199 |
View Online |
|
2020 |
Prof N de Lange |
“Everything is written there; there should be something that is going to follow”: A girlfesto as a strategy for girl-led activism in rural communities |
Agenda : a Journal About Women and Gender |
34(4) |
|
View Online |
|
2020 |
Dr D Geduld |
Reflecting on BEd student's experiences of unfamiliar school contexts during school-based learning: A proposition for tranformative learning |
Journal of Education |
80 |
87-105 |
View Online |
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2020 |
Dr H Sathorar |
Reflecting on BEd student's experiences of unfamiliar school contexts during school-based learning: A proposition for tranformative learning |
Journal of Education |
80 |
87-105 |
View Online |
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2020 |
Dr SF Moeng |
Reflecting on BEd student's experiences of unfamiliar school contexts during school-based learning: A proposition for tranformative learning |
Journal of Education |
80 |
87-105 |
View Online |
|
2020 |
Dr M Childs |
Considering Craft-and-Arts-Based Practitioner Inquiry Activities as a Prompt for Transforming Practice |
Educational Research for Social Change |
9(2) |
81-100 |
View Online |
|
2020 |
Dr T Mapasa |
Considering Craft-and-Arts-Based Practitioner Inquiry Activities as a Prompt for Transforming Practice |
Educational Research for Social Change |
9(2) |
81-100 |
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2020 |
Dr M Childs |
Visual participatory methodology as a prompt for agentic creativity: Revealing views and visions of a teacher learning journey |
Journal of Education |
80 |
106-125 |
View Online |
|
2020 |
Prof S Blignaut |
Transforming the curriculum for the unique challenges faced by South Africa |
Curriculum Perspectives |
Online |
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2020 |
Prof S Blignaut |
Decolonising the university curriculum or decolonialwashing? A multiple case study |
Journal of Education |
80 |
25-48 |
View Online |
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2020 |
Prof S Blignaut |
Implementing a new History curriculum: the Zimbabwean experience |
Curriculum Perspectives |
40 |
147-157 |
View Online |
|
2020 |
Prof S Blignaut |
Towards an Embodied Critical Pedagogy of Discomfort as a Decolonising Teaching Strategy |
Alternation |
31 |
81-96 |
View Online |
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2020 |
Prof A du Plessis |
Exploring the Anticipated Career Aspirations of Youth in a Rural Secondary School: A Visual Participatory Approach |
Educational Research for Social Change |
9(2) |
47-62 |
View Online |
|
2020 |
Dr C Felix |
Using GeoGebra to Address Students' Miconceptions about the Transformation of Algebraic Hyperbola Functions. |
African Journal of Research in Mathematic, Science and Technology Education |
24(3) |
348-360 |
View Online |
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2020 |
Mr O Kagola |
Using Collages to Change School Governing Body Perceptions of Male Foundation Phase Teachers |
Educational Research for Social Change |
(9)2 |
65-80 |
View Online |
|
2020 |
Prof M Khau |
Using Collages to Change School Governing Body Perceptions of Male Foundation Phase Teachers |
Educational Research for Social Change |
(9)2 |
65-80 |
View Online |
|
2020 |
Dr M Childs |
Visual participatory methodology as a prompt for agentic creativity: Revealing views and visions of a teacher learning journey |
Journal of Education (University of KwaZulu-Natal) |
80 |
|
View Online |