This paper attempts to engage the field in a discussion about what mathematics is needed for students to engage in society, especially with an increase in technology and digitalization. In this respect, mathematics holds ...

Key policies on teacher development emphasise the necessity of a teaching force that is competent to apply learner-centred practices. Barriers to learning, like poverty, present huge classroom challenges and have implications ...

This article considers how the decisions of the UK government, following the Brexit referendum, may impact on higher education in Africa. Ghana and South Africa are the two countries chosen to exemplify the claim that ...

This paper is based on a study conducted to establish if academic practice in a university designated as Azania is aligning or diverting from the expectations of the rising knowledge society in South Africa. The paper is ...

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 ...

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 ...

The Covid-19 lockdown period laid bare the fibre of South African society: poverty, homelessness, welfare dependence, domestic violence, police and military brutality, healthcare and hunger are all suddenly under national ...

This study was prompted by concerns around mathematics teaching and learning in the South African education system. Contributory factors to this situation are the lack of competent mathematics teachers in the classroom ...

The current emphasis on curriculum leadership implies the need to update school leaders’ pedagogical knowledge. This paper will interest local and international readers because it highlights both essential content and the ...

One way to approach the project of decolonising the university is to employ decolonising pedagogies, which allow the whole of people’s lived experience into teaching and learning spaces, affirm this experience as worthy ...