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The body as blind spot: Towards lived experience and a body-specific philosophy in education
(UNISA Press, 2018)
What do the philosophies of phenomenological scholars such as Husserl, Heidegger and Merleau-Ponty tell us about education in South Africa? How can we use the philosophies of these scholars to develop the minds of our ...
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 ...
A narration of a physical science teacher's experience of implementing a new curriculum
(UNISA Press, 2016)
This article narrates the lived experiences of a Physical Science teacher named Thobani (pseudonym) in implementing a new curriculum in South Africa. Drawing on the work of Husserl and Heidegger, the article describes the ...
The Rise of the University without Classrooms after COVID-19
(CSSALL, 2020)
In this chapter we argue that university face-to-face teaching will gradually be replaced in the future with online teaching. In particular, we argue, this will happen in the light of the Fallist movement that has affected ...
Science Teachers’ Views and Applications of Technology-Based Teaching
(Ubiquitous Learning: An International Journal, 2020)
This paper investigates the following research questions: i) What are South African Further Education and Training physical science teachers’ views about the use of WhatsApp, Facebook, and YouTube in the classroom? and ii) ...