This study explored implications of incorporating African epistemologies into psychometric testing to strengthen cultural relevance and accuracy of assessment. Focus group discussions were conducted with 20 specialist teachers in Marondera, Zimbabwe to qualitatively examine perceptions of intelligence and test constructs. Additionally, 5…

The under-representation of minoritized or previously oppressed groups in research challenges the current universal understanding of professional identity formation (PIF). To date, there has been no recognition of an African influence on PIF, which is crucial for understanding this phenomenon in places like South Africa, a society in which the…

This article that is located within the alternative knowledge systems paradigm, discusses both the ancient and modern concepts of lifelong learning in relation to Africa's development. It identifies ancient Greece's education and African traditional education as two ancient lifelong learning typologies relevant to the current discussion. Ancient…

South Africa requires an educated population to sustain her economic development. Higher education institutions are under pressure to produce graduates with skills and competencies to fulfil such an aspiration. Distance education is an essential avenue through which more South Africans can have the much-needed education without necessarily…

The vast majority of youth development research takes place in minority world cultural contexts. To understand and nurture the optimal development of young people living in majority world countries, cross-cultural research teams are uniquely suited to conduct careful and culturally sensitive research in these settings. However, this is difficult.…

The African worldview of Ubuntu predates Vygotskian theory, but the Ubuntu view that the community defines the person aligns uncannily with Vygotsky's biosocial proposition and contemporary conceptions of deaf ontology and epistemology. Unlike prevailing Euro-American thought, Ubuntu accentuates the view that it is not any physical or…

In this paper, we argue that William Stephenson, Qmethodology, when demonstrated through the research conducted for the SANCOOP: "Climate & Beliefs" project can provide guidance for doing context-specific mixed-method research and has implications for climate change education in South Africa. In the project, Q-methodology was mixed…

Universities in South Africa have the potential to advance various dimensions of human development, including well-being. However, this potential can be constrained by historical processes of oppression and the negation of indigenous ways of being and doing. Applying the capabilities approach (Sen, 1999) as a normative framework for the outcomes…

The international development community made a commitment to transformative goals related to social, economic, and environmental justice that requires them to leave no one behind. We argue that the use of transformative and indigenous frameworks for evaluation provide guidance towards achieving those goals. We provide a rationale for inclusion of…

The advent of COVID-19 and its implication on university education has been the bone of contention in recent times. The COVID-19 emergency has led to a change in knowledge inputs, processes, and outputs. This trajectory has demotivated student approaches to their learning. In response to this revolution, this study provides motivational strategies…

South African education has become used to dealing with an array of new policy and strategy initiatives. Often these policies and strategies appear on the scene only to disappear into the sand later on. When President Ramaphosa announced the Thuma mina initiative in February 2018, educationists would have been tempted to ask questions about the…

What should be the aim when teaching matters of culture to students in public high schools and universities in Africa? One approach, which is parochial, would focus exclusively on imparting local culture, leaving students unfamiliar with, or perhaps contemptuous of, other cultures around the world. A second, cosmopolitan approach would educate…

Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa--progenitors of the west-termed postqualitative regime and seek to…

There is a paucity of literature investigating peer review as an aspect of accounting and auditing education. This study investigates students' perceptions of peer review as a method to develop professional competencies. It reports on a peer review intervention, the so-called TUTBuddy, introduced in an undergraduate auditing course. A mixed method…

The study is situated within a worldview theory as espoused by socio-cultural constructivists. Science classrooms in secondary schools in Swaziland are culturally largely homogeneous where learners and their teachers have a strong grounding in traditional Swazi culture. The aim of this study was to investigate whether the conceptions held by Grade…