The pace of global transformation places a great emphasis on the need for development, with higher education identified as a key agent in the development of a knowledge economy. Higher education systems have been challenged with providing the necessary skilled person-power to complement the changing labour market. Postgraduate supervision is a…

The digital divide and the low socio-economic status of many South African school communities, including rural Limpopo, the site of this research study, created an immediate and urgent need to transform teaching and learning during the unprecedented COVID-19 global pandemic. Within this context, this study demonstrated the importance of technology…

Poetry informed by indigenous knowledge systems, whether written, spoken or heard, offers ideal pathways for healing and transformation. Being "medicine" in the broadest non-clinical sense, it is deeply restorative as activism, as caregiving practice and as balm in the face of relentless assaults on our bodies and beings. This I…

Employing empathetic-reflective-dialogical restorying as a teaching-learning strategy, pre-service teachers situated in two different geographical contexts, namely, South Africa and Norway, engaged in self-dialogue, self-narrative and in a Community in Conversation. Using Adobe Connect, together, they participated in a Community in Dialogue. By…

An earlier paper focused on how born-free learners constitute, negotiate and represent their identities after almost two and half decades of democracy in South Africa. Utilising the theoretical framework of subjective realities of educational change, in this article I set out to explore what implications teachers' beliefs hold for born-free…

Since South Africa's transition to democracy, numerous policies have been enacted to address gender oppression. Taking its cue from the country's constitution, these policies and acts, such as the Higher Education Act (1997), aim, in particular, to promote social justice by addressing gender imbalances in society. Likewise, the vision of Sol…

Organisational change processes are by nature complex and often highly contested. This is particularly true of the transformation South African institutions of higher education have been going through since the end of the apartheid era. Using a narrative approach, this article presents a multi-faceted range of stories by the University of the Free…

In this paper, we examine the role of educational leadership in promoting and/or challenging racism as an intentional outcome of schooling. We focus on Egypt and South Africa, two countries uniquely framed as both deeply divided by race, religion, and/or class and as models of resistance and conscious activism. We draw upon experiences working as,…

This paper explores how 20 African teachers in rural KwaZulu-Natal, South Africa, construct their identities in the light of inclusive education, and how they negotiate the tensions and contradictions emerging from the process of becoming inclusive practitioners. Central to this discussion is the understanding that teachers' identities are…

Education has been subject to a process of continuous educational reforms. The aim of this study was to explore teachers' abilities to adapt to these reforms and to find out how this process of continual reform related to their identities as teachers. The study used a narrative research approach. The data for this research were based on the…

"It is the year 2025 and I am compiling this article for an instant VPD (videopod) that is streamed over the world. An EESR (Educational Expert Service Request) came from an empathetic computer HIAS (Hi, I am Sam) that matched my qualifications with a quest by online activists SFT (Searching for Truth) to examine global interactions in…

This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history…

There are still many South African teachers who are challenged by the implementation of the relatively new system of education. They have to explore a variety of strategies as they try to transform their pedagogy to enhance learning in their classrooms. This post-apartheid system also challenges educators to be transformative individuals who…

Adopting a humanistic perspective to the study of leadership, I discuss and describe how school principals adapt to their new roles, owing to the new education policies and educational restructuring within the South African Department of Education. The Life History approach was used to collect data from six selected school principals in…

The authors describe teacher professional identity as lived experience in the context of educational change. Adopting activity theory and its genesis in cultural historical theory (Stetsenko & Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in…