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A curriculum of inclusivity: Towards a “lived-body” and “lived-experience” curriculum in South Africa
(Taylor & Francis, 2019)
Drawing on Merleau-Ponty’s “lived body” theory, we argue for a shift towards a lived-experience
and body-specific curriculum in South Africa. Such a curriculum would view learning as a lived,
embodied, social and culturally ...
Students' Reasoning and Utilization of Argumentation Skills in Solving Chemical Kinematics Calculus-Based Problems
(International Journal of Research in Teacher Education, 2019)
Developing students’ reasoning and utilization of argumentation skills in chemical kinematics entails learning to use basic facility of derivatives and integrals and their applications effectively and efficiently as applied ...
Decentering and recentering the writing centre using online feedback: Towards a collaborative model of integrating academic literacies development
(Stellenbosch University, 2019)
Since its inception in 1994, the University of the Western Cape’s Writing Centre has been on
the margins, viewed as an add-on to central learning and teaching activities at the university
(Archer and Richards 2011, ...
The manifestations of the practice of within-class homogeneous ability grouping
(AOSIS, 2019)
This article casts the analytical spotlight on the practice of within-class
homogeneous (same) ability grouping where learners are placed in small groups for instruction
based on their perceived performances, reading ...
The role of Parliament in promoting active citizenship in relation to the Grade 11 Life Orientation in the South African curriculum
(AOSIS, 2019)
The Parliament of the Republic of South Africa plays a pivotal role in promoting active
citizenship to ensure the deepening of democracy. This article, as based on the study by
Arendse, explored the extent to which ...
Are school-based mentors adequately equipped to fulfil their roles? A case study in learning to teach accountancy
(Taylor and Francis Group, 2019)
This article reports on a study that explored how school-based teachers fulfilled their roles as mentors in response to challenges faced by pre-service teachers while learning to teach accounting. Pre-service teachers in ...
Diffracting diffractive readings of texts as methodology: Some propositions
(Taylor & Francis, 2019-01-30)
Re-turning to our experiences of putting a diffractive methodology to work ourselves, as well as engaging with the writings of Donna Haraway and Karen Barad, we produce some propositions regarding a diffractive methodology ...
Literacy teaching in disadvantaged South African schools
(John Wiley & Sons Ltd, 2019)
This article analyses the experiences of teachers of literacy working in underprivileged communities in the Western Cape, South Africa. The purpose is to provide teachers in poorly resourced schools within economically ...
Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative
(AOSIS, 2019)
The aim of this article is to shift the notion of ‘sites’ as places of work peculiar to continuous
professional development (CPD) to a theoretical level, independent of, yet intimately connected to,
their physical meanings, ...