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Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive education have been itemised in the literature, but in this conceptual paper that offers a novel perspective on the topic, we argue for a complexity approach to understand its evolution. Using a qualitative deductive content analysis of South African laws, policies, reports and scholarly literature, we explore three path dependencies from colonial/apartheid times that lock the country into historical patterns of categorisation and segregated schooling. These operate alongside the emergence of new and inclusive practices by actors at a system-wide and local level, made possible by inputs into the policy ecology. South Africa represents a complex, contradictory educational environment that confounds the expectation of linear progression towards greater inclusivity. Instead of identifying barriers to inclusive education, we argue for a nuanced understanding of the imbrications of historical investments and drivers of inequality, with policy possibilities and the impetus for transformation among system actors.

The Post-school Education and Training (PSET) policy seeks to address the education and training needs of post-school youth not in education, employment nor training (NEET). The problem of youth NEET has been researched from many perspectives. However, there is a dearth of knowledge about the responses, views and actions of post-school youth NEET living in this precarious situation. This paper analyses the resistance, critical agency and initiatives of youth; organisers; and facilitators at a youth development and organisation centre in a township in Gauteng. The study is framed by the notion of "critical" agency (Gramsci: 1971) and Bourdieu's concept of "strategies" that mediate structure and agency. These concepts enable a focus on critical agency that emerge within severely constraining social conditions. Data were collected through the following sources and methods: from a "youth dialogue" amongst engaged youth; ethnographic interviews with post-school youth themselves; interviews with key individuals such as organisers, leaders and facilitators of programmes; and observations of literacy classes offered at the centre. Data analysis revealed resistant counter discourses amongst the youth to school and current PSET; acceptance of education for employment; desire for higher quality education; and clear ideas of alternative pedagogies. In addition to these counter discourses the paper highlights the critical agency of key individuals in the face of debilitating structural constraints. Implications for the post school education and training system are raised and some recommendations are made.

This paper was motivated by the anecdotal experiences of the lead author on the views of middle-class Black African parents who did their schooling under apartheid and who were parents of high school learners in contemporary post-apartheid South Africa. In this paper narrative inquiry was used to engage with ten purposively selected Black African parents. In the process their narratives of schooling under apartheid and the parental choices they made on the subjects their children studied were constructed. As a theoretical lens Critical Race Theory was used to allow the parents to tell their counter-stories. These parents were adamant that their children should not study history. This was partially rooted in their own apartheid-era schooling experiences. For the most part the Black African parents tried to live their unfulfilled dreams and ambitions through their children by getting them to study science and mathematics as this was directly linked to upward-mobility, middle-classness, prosperity and success. While school history in the post-apartheid context was lauded and appreciated, the prevailing sentiment was that their children should steer clear of it.

This paper reports on the second stage of an international study exploring the future of secondary school music education. Within a discursive context that tends to regard music education as failing to meet the needs of many students, we instigated a three-step Delphi study to capture views from educators across the English-speaking world. Interviews with leading music education researchers reported on in our first paper [McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research," 21 (4): 359-370.] identified a disconnect between how music education is currently realised in secondary school and how these researchers thought it should be taught. The findings from this expert panel were used to seed a two-round Delphi study where a wider international panel explored strategic issues facing the sector. In this paper, we report on the data generated from the first of these two wider Delphi rounds. Four areas were identified where gaps exist between actual and desirable classroom music teaching: the core purpose of music education, curricula content, curricular delivery, and context. Although panellists reached consensus on many issues, they held markedly different positions on others. These findings provide an agenda for exploration and reflection by researchers and practitioners, and raise the question -- is there a single desirable direction for twenty-first century secondary school music education?

Early post-apartheid policies envisaged a South African teacher who had autonomy to make professional judgements based on their school context and learners' needs. However, over the last decade, the state has increasingly monitored learner achievement and teachers' work. In this paper, we show how the professional development activities provided by the state for high school Life Sciences teachers focus primarily on measuring learner achievement and thus reflect organisational professionalism and managerial discourses which challenge the early post-apartheid vision of democratic professionalism. We present a case study of a cluster of Life Sciences teachers, generating data from interviews with eleven high school teachers and from observation of six professional development meetings. The findings show that the two main purposes of the activities in the cluster meetings are the improvement of learner results and the monitoring teachers' curriculum coverage and assessment practices. We argue that the discourse of performativity and managerial professionalism narrows the purpose of schooling, influences the nature of state-initiated professional development opportunities and also informs the way in which the state and teachers view their work. This contradicts the initial vision of the democratic state and provides insight into how neoliberal discourses have influenced education in a post-colonial country.

Discourses and relations of child/adult and early education are super-permeated with ideas and practices of authority and boundary-making. In early years' practices, deeply important beliefs and assumptions about who or what has authority and who or what should create the boundaries of everyday activity often go unquestioned. This produces different kinds of epistemic injustice in respect of children and those who work with them, as well as through the materialities of early childhood and training settings, including higher education. These systems of authority both express and produce wider patterns of living associated with the wider society, including democracies. Posthumanism inspires questions about not only ways of knowing, but also about the privileging of dis/embodied knowing over feeling, intuiting, sensing, making, and moving. This paper thinks from the diffractive position that knowing is a direct material and moving engagement to explore possibilities for "sympoietic" pedagogies of enquiry-making-with (Haraway, 2016), and examines how these generate new ideas about early childhood practices and what professional knowledge might become. We illustrate this diffractive curriculum and pedagogy through an example from teacher education in South Africa to make important connections between authority, pedagogy, and an enlarged framework for democratic education; in this work, we explore "sympoietic" approaches to negotiation.

This article explores the challenges facing the South African National Department of Education in its commitment to provide equal educational opportunities for all. "The Story of Nothemba" is central to the theme of this paper. It describes the story of a South African girl born in eQebe, whose physical disability and systematic disregard for her constitutional rights dashed her life time dream and passion to become a lawyer in a democratic South Africa. The paper argues for a critical interrogation of the following dynamics that have the potential to complicate both the implementation and optimization of the Inclusive Education Policy: (1) Understanding the social stereotypes about disability, (2) Teacher empowerment, (3) Systemic imbalance between support and expectations, (4) Adopting relevant curriculum policy and assessment strategies and practices, and (5) Utilizing the research logic to inform policy implementation. The paper further calls for a robust interrogation at conceptual level about "disability" to inform the current policies on education and training, teacher training and development, curriculum and assessment strategies.

Purpose: The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/Methodology/Approach: The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings: The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research Limitations/Implications: The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/Implications: The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/Implications: The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/Value: The paper's value lies in the comprehensive and systematic review of research on school leadership.

This paper presents a "peace with social justice" framework for analysing the role of teachers as agents of sustainable peace, social cohesion and development and applies this to research evidence from Pakistan, Uganda, Myanmar and South Africa. The paper draws on evidence from a recently completed UNICEF and ESRC funded project on education and peacebuilding, and specifically from data gathered around the role of teachers. Drawing on rich fieldwork data collected between 2014-2016 in each of the four countries, the paper will evidence the complex and contradictory role that teachers play in sustainable peace and development and its implications for teacher governance, teacher policy and teacher practice. The paper challenges the overly human capital driven logics of much teacher policy reform agendas and highlights the need and importance for a more holistic approach to teacher governance and management that recognises teachers' multiple potential to contribute to both societal peace and development.

Although differentiation and specialism have become hallmarks of the modern economy, the degree and the efficacy of such differentiation, specialisation and the domains of knowledge in curricula offered in universities of technology (UoTs) persist in the context of the changing nature of jobs and occupations. This article examines the domains of specialist knowledge in curricula of selected professional and sectoral fields offered by universities of technology in South Africa. Purposive sampling was used to select the fields of practice. These fields were chosen because of differentiated knowledge bases on which these fields draw. The paper argues that the dual-facing interdisciplinary nature of knowledge of professional and sectoral fields of practice offered in UoTs, relative to their conceptuality, contextuality and professional coherence are central in the curriculum design process to enhance the quality of offerings.

This paper was aimed at clarifying the significance of instructional methodologies used by seniorphase teachers to integrate environmental education. The researcher's empirical evidence evoked interest in this paper; the researcher noted that senior-phase teachers would barely integrate environmental education and if they did, they would only rely on an outdoor teaching method. This observation piqued the paper's attention. A qualitative interpretive multiple case study method was used. This paper was conducted in three senior phase schools in the Nkangala district in the Mpumalanga province of South Africa. Three teachers who taught natural science, technology, and life orientation subjects were sampled purposefully. Data were obtained through semi-structured interviews and pre- and post-lesson observations, and a typology approach was used to analyze data. The main research findings were that these teachers had confusion about which instructional methodologies to use when integrating environmental education. Furthermore, this paper revealed that the use of instructional methodologies such as narrative, lecture, project, jigsaw, textbook, and student team accomplishment division methods hampered environmental education integration inadequately. Nonetheless, instructional methodologies such as the interactive method, the outdoor learning method, the question-and-answer method, and the discussion method allowed some of these teachers to integrate environmental education effectively. Therefore, to ensure that there is an education for sustainable development and that teaching and learning are responsive to the Sustainable Development Goals. It is recommended that the curriculum implementers and teachers establish ongoing environmental education programs consistent with South Africa's Curriculum Assessment Policy Statement to enable adequate integration of environmental education through various instructional methodologies. [ABSTRACT FROM AUTHOR]

The teaching-research "nexus" has been an area of historic and ongoing controversy within universities and discussions into the nexus between teaching and research continues to expand. Within the accounting discipline, where new knowledge is perceived to be located "outside" the university, academics struggle to describe and evaluate their roles as teachers and researchers. This paper investigates the perceptions of accounting academics and professional accountants in South Africa with regards to the meaning of research, their role as teachers, and the nexus between teaching and research. This study suggests that the external production and application of specialised knowledge in accounting, the strong control by the profession of the accounting curriculum offered by accredited universities, and their loyalty towards the profession, obstruct the perceived research role and value of accounting academics. Accounting academics and universities are encouraged to break away from the simple categories of "research-teaching" and accept the multi-faceted understanding of academic work within a professional programme, as demonstrated in the paper.

We start our paper with a critical exploration of the current 'back to basics' approach in South African foundation phase teacher education with its emphasis on strengthening the teaching of subject knowledge. We claim that such a proposal first demands an answer to the question 'what is foundational in foundation phase teaching?' We propose an answer in three stages. First we argue that teacher education should be concerned not only with schooling or qualification (knowledge, skills and dispositions) and socialisation, but, drawing on Gert Biesta's work, also with subjectification (educating the person towards the ability to make wise educational judgements). Secondly, these three aims of education lead to five core principles, and we finish by showing how these principles inform our storied, thinking and multimodal/semiotic curriculum. Our answer to our leading question is that pedagogical 'know-how' and views of 'child' and 'childhood' constitute the subject knowledge that is foundational in the foundation phase curriculum.

This paper will re-visit the origins and early use in South African curriculum writing of the concept of 'coherence'; it will go on to show how Suellen Shay and her colleagues fleshed out the concept and created an instrument for its empirical analysis; it will then step back and examine the contribution and some problems that were brought to light; examine briefly how Shay's later work continued to wrestle with the notion of 'practice', particularly in light of curricula that were judged to display conceptual coherence; and will suggest one possible solution in the seminal paper by Bernstein (2000). Finally, the paper will reflect on two implicit definitions of 'curriculum', a 'strict' one and an 'extended' one and suggest why they should be distinguished. [ABSTRACT FROM AUTHOR]

This article presents an overview of research into computers and education undertaken at a the University of Pretoria since 1995. It seeks to explore the patterns that have emerged and to indicate potential directions for future research. In response to a call for research in the field to be taken seriously the article identifies the main themes that have been researched over fifteen years.The analysis shows that the main themes addressed are "Didactic/Pedagogical Issues and Teaching/Learning Strategies" and "Architectures for Educational Technology Systems". Finally the paper recommends the development of a taxonomy of terms to be used in the classification of research on e-Learning.

New voices emerging in the global South are contesting the academy's elitist and exclusionary ethos by disrupting the normalcy of coloniality. Concerns raised by the student protests of 2015 and 2016 have challenged the higher education sector to rethink its traditional teaching, learning, and assessment practices in response to student calls for decolonised and transformative curricula. This paper explores the 'voice' of the marginalised, who dare to 'speak' in authentic and provocative ways to call the university to action. We pose the questions: are alternative voices enough to inspire institutional change if traditional hierarchies of power remain intact? What does this mean for the collective project of re-imagining a university that carries a promise of social inclusion and social justice? What are the implications for academic development (AD) work, which finds itself on the margins, in service of mainstream (and dominant) epistemic and pedagogic practices? Using reflective narratives, and drawing on decolonial scholarship, this study explores a group process involved in curriculum change work at a university in South Africa. It raises challenges for AD and its role in the current context of change.

The wellbeing of sexual and gender minorities (SGM) is undermined by widespread homophobia that extends to health systems, and is exacerbated by medical curricula under-representing the health needs of this key population group. In 2012, under the auspices of the Department of Obstetrics and Gynaecology at the University of Cape Town in South Africa, a student-inspired curriculum intervention led to the introduction of interactive participatory workshops centred on the health needs of SGM. This paper describes the experiences of two of the workshop facilitators who embraced the risk of introducing an unchartered topic in a student-centred manner, which frequently led to unpredictable events that were challenging. Here, the authors reflect on their own vulnerabilities, which are considered alongside the value of moving through risk to transform present curricular practices and student attitudes, especially in a country like South Africa where prejudice against SGM patients by healthcare providers is well-documented.

The development of the new curriculum post-1994 was coupled with a strong drive towards recognising and affirming the critical role of indigenous knowledge, especially with regard to science and technology (World Intellectual Property Organization, 2006). In the light of this claim, the author of this paper critically examines, from a literature study point of view, the extent to which the technology education curriculum accommodates or integrates indigenous technologies as part of IKS. In fulfilling this purpose, the author clarifies the important concepts related to IKS that will facilitate an understanding of the said critical examination of the technology education curriculum. These concepts include indigenous, culture, indigenous people, indigenous knowledge and Africanisation. The concept of indigenous technologies will be clarified later in this paper, under the relevant heading, since this is the main focus of the study. The paper also includes a section that argues the need for the curriculum to integrate IKS, and the author examines the extent to which the technology education curriculum integrates indigenous technologies.

The paper contributes to current debates about decolonising curriculum and advancing corresponding 'humanness pedagogies' in South Africa by developing a capabilitarian approach and foregrounding epistemic justice capabilities. This is aligned with and to fostering a shared African ethic for individual transformation-in-context and for building universities which benefit communities and societies. It is proposed that epistemic justice capabilities are foundational to decolonising curriculum and foundational for pedagogies which mediate disciplinary content and the dismantling of comparative inequalities among students in order to foster humanness. The capabilitarian framework seeks to secure the expanded wellbeing, co-flourishing and agency of all, in this case in and through higher education and a quality, decolonising curriculum oriented to an ecology of knowledges and a generous, inclusive humanity. The paper concludes with suggestions regarding a way forward to dismantle an exclusionary 'epistemic line' and associated oppressions. [ABSTRACT FROM AUTHOR]

Employer complaints of engineering graduate inability to "apply knowledge" suggests a need to interrogate the complex theory-practice relationship in twenty-first century real world contexts. Focussing specifically on the application of mathematics, physics and logic-based disciplinary knowledge, the research examines engineering problem-solving processes as enacted by recent graduates in a range of industrial settings. Theoretically situated in the sociology of education, the Bernsteinian concept of knowledge structures and Legitimation Code Theory "epistemic relations" are utilised to surface the disciplinary basis of problem solving in different sociotechnical contexts. It is argued that the relationship between the "what" and the "how" of the problem gives rise to significantly different practice "codes" between which successful engineering problem-solvers are required to shift. This paper presents two contrasting case studies which demonstrate the impact of the environment on code-shifting practices. Findings suggest that engineering curricula need to facilitate a more conceptual grasp of contextual complexities.

This paper explores a curriculum paradox that may arise for teachers in post-authoritarian regimes if a radically new curriculum, designed to prepare learners for democratic citizenship, requires them to be autonomous professionals. If teachers were originally schooled and trained under the old regime to follow the orders inscribed in syllabi and textbooks authorised by the regime, then they were probably not educated for autonomous thought and practices. If so, they are caught in a double bind: either they continue to do what they have always done but then may not be able to fulfil the aims and ideals of the new curriculum, or they can wait for more detailed orders and directives that tell them exactly what to teach and how to teach. In the latter case, a dependency on external authority is maintained. The current response to this problem in South Africa is to develop programmes to strengthen teachers' content and pedagogic content knowledge and to provide highly specified curricula for teachers to follow. Deepening teachers' knowledge is one important step towards addressing the paradox, but there is a danger that teachers who are not yet sufficiently autonomous may simply treat the content and form of such programmes as yet another set of orders to be obeyed. Just over a hundred years before apartheid ended, France was in the process of transition from despotism to democracy, and was in the process of introducing radical changes to the curriculum and the school system. Durkheim's education theory courses were explicitly designed to help teachers think about the underlying social logic of the new policies, about the significance of the changes for them, and to think about the challenges of change. Aspects of Durkheim's lectures are explored to reframe our understanding of, and our response to, the curriculum paradox with which many South African teachers are faced.

This paper considers the influences of curricula content on the nuances of teaching and learning practices, and the ways in such influences are complicated by the contexts within which they are situated. Generated data from within the particularity of two fine art schools, one operating from the developed world in the global "north" and another the developing world in the "south", considers how they have negotiated the contemporary push from the professional community of practice, led by "western" artmaking, towards the discourse-interest of contextualism in fine art practice education, compared to the focus on skills and mastery of more out-dated formalism. Particular emphasis is placed on the significance of such influences and pressures on the structures and cultures of teaching and learning.

Background: This paper investigates the perceptions of medical interns regarding the usefulness of non-mother tongue communication skills taught during the undergraduate curriculum at the University of Cape Town in South Africa. In 2003, the university decided to incorporate Afrikaans and IsiXhosa communication skills into the new MBChB curriculum in order to meet the Faculty of Health Sciences goals to promote quality and equity in healthcare, and to prepare graduating health practitioners for multilingual communities where they would be serving. Despite annual internal evaluations and reviews of the languages courses, the usefulness, if any, of the additional languages in the working clinical environment had not been determined., Methods: Data were collected during the second year of medical internship across a five-year period through survey questionnaires, as well as focus group interviews conducted in the Western Cape, South Africa. Surveys were conducted from 2009 to 2013., Results: The study shows that the usefulness of each of the probed categories was not consistent across both languages. The interns expressed a need for an overall improvement of the isiXhosa course offering, while the outcomes for the Afrikaans language were more positive across all categories except for cultural understanding., Conclusion: The study indicates a positive trend amongst the interns towards developing usefulness in communication skills in Afrikaans and isiXhosa to communicate with their patients., (© 2024. The Author(s).)

Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these capabilities and the essential knowledge that underpins them. Our research responds to this challenge by identifying threshold concepts that are central to the mastery of finance and by exploring their potential for informing curriculum design and pedagogical practices to improve student outcomes. In this paper, we report the results of an online survey of finance academics at multiple institutions in Australia, Canada, New Zealand, South Africa and the United Kingdom. The outcomes of our research are recommendations for threshold concepts in finance endorsed by quantitative evidence, as well as a model of the finance curriculum incorporating finance, modelling and statistics threshold concepts. In addition, we draw conclusions about the application of threshold concept theory supported by both quantitative and qualitative evidence. Our methodology and findings have general relevance to the application of threshold concept theory as a means to investigate and inform curriculum design and delivery in higher education.

South African lecturers and students often struggle to reconcile the demands of an increasingly globalised world with pedagogies that can be adapted to harness students' local contexts, and which can be used to draw on students' lived experiences in the African context. This paper explores how a first-year academic literacies course could be reconceptualised to become more relevant to education students' lived realities, while also preparing them for a competitive degree and a career with global relevance. The current iteration of this course can be described as mainly theoretical with a typical Western course structure. Student feedback indicates that students fail to see the relevance of the course to their degrees and future careers. This conceptual paper considers how the course could be reimagined within a paradigm of action learning that is centred around project-based, socially embedded community-based learning to firstly, encourage students to draw on deep approaches to learning (Biggs, 1999) and secondly, to counter the effects of alienation (Mann, 2001) experienced by students. Ultimately, the paper hopes to offer an example of innovate course design that could successfully be implemented in resource-poor contexts. [ABSTRACT FROM AUTHOR]

Heterosexism and heteronormativity are pervasive in the South African society, but to what degree are they present in Life Orientation (LO) textbooks? This question, explored through a content analysis of widely used Grade 10 LO textbooks, was framed by queer theory. The paper quantitatively examines the coverage of sexualities, and qualitatively examines how sexualities are constructed and projected in the texts. The quantitative analysis reveals a low percentage of statements devoted to sexuality overall and the normalisation of heterosexuality mainly through the exclusion of lesbian, gay, bisexual and transgender (LGBT) sexualities but also through techniques of differentiation, hierarchisation and homogenisation. The qualitative analysis reveals inadequate information about sexualities and in its place a simplistic, moralistic ideological approach. Furthermore, discussions of the family, dating, safe sex and marriage assume heterosexuality as the norm. Nineteen years after the democratisation of South Africa and 17 years after the ratification of South Africa's constitution which explicitly forbids discrimination on the basis of sexual orientation, LGBT sexualities are largely invisible in school LO curricula. Since this is a subject that is compulsory for all learners and its express aim is to prepare young South Africans for participation as citizens in a just and democratic society, the absence of LGBT issues and identities helps perpetuate prejudice and violence towards LGBT communities.

Sexuality education forms part of the national school curricula of most sub-Saharan African countries, yet risk-related sexual behaviour among young people continues to fuel the HIV pandemic in this part of the world. One of the arguments put forward to explain why sexuality education seems to have had little impact on sexual risk-taking is that existing curricula have neglected to take into account the complexity of the social, cultural and gender norms that influence the behaviour of school-going young people in sub-Saharan Africa. Over the past few years, the Department of Basic Education in South Africa has recognised the need to provide guidance to teachers on the content, pedagogical processes and messages that are relevant to their specific context. This paper critically reflects on findings from a literature-based study conducted to identify the cognitive and social factors influencing the behaviour of school-going young people in South Africa and the risk and protective factors that might be particular to their circumstances. The findings provide helpful guidelines about the development, content and implementation of sexuality education curricula more likely to be relevant in contexts of serious poverty and disadvantage. Although based on the South African literature, the findings may also offer useful lessons for curriculum designers in other developing countries.

Scholars, globally, acknowledge environment and sustainability education (ESE) as a key vehicle towards addressing the myriad of environmental challenges. This paper is premised on empirical evidence which succinctly points to the dearth of literature that focuses on the implementation of ESE in the realm of early childhood education (ECE). The approach adopted for this inquiry is a multiple-embedded case study, underpinned by an interpretivist qualitative research paradigm which focussed on four institutions enlisted for investigation. One-on-one interviews, participant observations and document analysis were used for data generation while thematic and domain analyses were used for data interpretation. The findings of this inquiry suggest that there are numerous factors that support the teaching of ESE. The researcher asserts that the findings highlighted in this paper corroborate those of numerous studies conducted elsewhere in the world. However, based on the findings, the researcher also notes and can thus conclusively aver that there is a dearth of research that focuses on enablers of ESE. Furthermore, the researcher recommends that more research be conduct which focuses on the investigation of the factors that support the environment-inclined pedagogy. [ABSTRACT FROM AUTHOR]

COVID-19 has caused a change in the demography of the Early Childhood Education (ECE) teaching fraternity. This paper problematizes the ECE curriculum delivery gap created by the influence of COVID-19. Central to this paper is the assumption that online learning might limit the stimulation of children's holistic development. Reflecting on their experiences, the authors examine the influence of COVID-19 on pedagogy for ECE pre-service and kindergarten curriculum through the lens of design thinking theory. The reflections are based on one open and distance learning institution in South Africa and one kindergarten program in Canada. The findings reveal challenges, such as digital inequality brought on by socio-economic imbalances and opportunities. The authors suggest the digital literacy skills needed to mitigate the influence of COVID-19 in the ECE pre-service and kindergarten curriculum delivery [ABSTRACT FROM AUTHOR]

The Curriculum and Assessment Policy Statement (CAPS) school history curriculum of post-apartheid South Africa is littered with sensitive and controversial topics. Many history teachers and their learners do not know how to confront these topics, especially in multiracial, multicultural, and diverse classrooms. Therefore, this paper explores how the idea of decolonial love (Sandoval, 2000; Maldonado-Torres, 2006) could inform alternative creative pedagogies or contribute to existing pedagogical frameworks that history teachers and their learners employ when engaging sensitive and controversial topics. In this paper I argue that decolonial love has the potential to enable both history teachers and their learners to engage with sensitive and controversial topics in history in ways that promote empathy, cognitive, social and epistemic justice, inclusivity, critical thinking, respect, love, and tolerance for others as envisioned in the CAPS document. This would, in turn, promote the transgression of knowledge boundaries for knowledge co-construction (Keating, 2013) and thus, enable a way of doing history that promotes pluriversal (situated) knowledges (Santos, 2014). Lastly, I argue that decolonial love can provide a useful pedagogical framework for teaching sensitive and controversial topics since it ties together different approaches to teach such topics. [ABSTRACT FROM AUTHOR]

Integrated reporting (IR) is a major development in a number of sustainability-related accounting initiatives and, if widely adopted, will require significant developments in professional and university accounting curricula. These will include: a strategic rather than operational or transactional focus; longer- rather than short-term outlook; prospective rather than retrospective analysis; qualitative commentary as well as quantitative information; and reports on wider business performance metrics rather than on narrower external financial reporting data or audit compliance. This paper reports on ACCA's support of and response to the latest initiatives in IR, in particular the impact this will have on the education and training of accountants in order to reflect these new principles to prepare the twenty-first-century accountant for a much more challenging role in the near future. These developments can only be in the wider public interest of improving the relevance of information for decision-making, for all stakeholders, and allow greater efficiency in the allocation of financial and other resources and in adding public value.

In this paper, I show by means of Yosso's community cultural wealth theoretical framework how equal numbers of early school leavers (ESLs) from the rural and the urban parts of the North-West province cite similar reasons for their early departure from school. The conclusion drawn from this scenario is that, irrespective of their diverse backgrounds and locations, they all seem to be affected in similar ways by conditions in their respective schools and social milieu. The above conclusion indicates that there is nothing intrinsically inferior or backward about rural learners and their settings. What seems to be different though may be how they are excluded with regard to curriculum practices that do not address their specific circumstances directly. On the basis of this conclusion I suggest that these curriculum practices be customised to the needs and conditions in the rural settings towards the creation of sustainable learning environments so as to stem the high rates of learner attrition therein. This must be done with the intention of giving rural learners opportunities similar to those afforded to learners from urban backgrounds. To date, rural learners have been deliberately and/or inadvertently excluded and marginalised; thus, to remedy the situation I propose the creation of sustainable learning environments in rural schools as well. (Contains 1 table.)

Curricular policy documents generally communicate guidelines regarding the teaching of algebra. Those policy documents may not represent what teachers, currently teaching mathematics, consider significant. Teachers' views are more likely to provide information about what they emphasise in their mathematics classrooms. This paper reports on practising Teachers' beliefs about what is important in the teaching of algebra. Data were collected from 306 practising mathematics teachers, who were registered in an Algebra module in an Advanced Certificate in Education (ACE) programme. The teachers were asked to discuss and list aspects in school algebra that they considered to be important. Qualitative analysis methods were used to code the Teachers' responses according to categories that were subsequently grouped into larger themes. The emergent themes were considered in light of curriculum documents to better understand the Teachers' negotiated views about important aspects in the teaching and learning of algebra. While many of their responses reflected aspects of algebra that have been identified both internationally and historically, a number of responses included aspects that are not part of the algebra curriculum. In general, the Teachers' comments emphasized the basic procedures in algebra (i.e., symbolic manipulations) rather than the key concepts in algebra or the general processes associated with doing algebra (e.g., reasoning or representing ideas algebraically).

This paper addresses the question: What is the value of an educational excursion for first year students enrolled in a 4 year pre-service professional teacher education degree at the University of Johannesburg in South Africa? The excursion is an integral part of a first year module that focuses on the personal and professional development of teachers. This article compares the nature of student learning during the excursion with students' learning and interaction in the traditional formal lecture room and argues that it operates as two different activity systems. Drawing on student reflections, questionnaire data and focus group interviews and using Veresov's notion of "dramatical collisions" and Cultural-Historical Activity Theory as a lens, this study highlights and explores the unforeseen dynamics and tensions created during the excursion. It focuses on the importance of social interaction during the excursion and how it affords students the opportunity to learn how to live and learn together and to work co-operatively in a natural setting. The major findings are that the excursion provides a different learning environment for personal and professional development and this assists students in planning their professional trajectory. These, it is claimed, hold much promise for teacher education. (Contains 1 table, 2 figures, and 5 notes.)

South Africa's attainment of democracy in 1994 culminated in an educational reform anchored on an outcomes-based curriculum which was initially labelled Curriculum 2005 (C2005). The reform process and ensuing policy was rooted in labour movement debates and informed by the outcomes-based education (OBE) experiences in Australia and New Zealand. The policy was soon viewed by some as an anachronistic albatross, with built-in contradictions that would eventually lead to its demise. It lasted 12 years after surviving heated contestation from a wide academic and political spectrum. This essay review concentrates on Jonathan Jansen's critique and perspectives on OBE policy and its implementation in South Africa as articulated in his various writings between 1999 and 2009. His seminal "thesis" on why OBE would fail started a public debate that would attract other South African scholars into what would become one of the most important and captivating debates in the last decades of educational reform in developing countries. Jansen engages with issues of policy, knowledge, curriculum and pedagogy in a post-conflict society. He proposes what we can refer to as an epistemology of empathy that takes seriously the experiences of both the victims and the perpetrators of apartheid (including their descendants) and proposes a post-conflict "pedagogy of reconciliation."

This paper highlights inadequacies of a creative arts curriculum that claimed to have been informed by postmodern theories, without careful consideration of how these might or should impact on teaching and learning interactions. In particular, the relationship between intentionality and interpretation addressed in this case study is of concern for educationalists in a postmodern world. At issue is how assessors' interpretations are responsive to or balanced with student meaning making. Drawing from research conducted at a South African fine art department, the author considers whether a transfer of Barthes's notion of author to student intentionality and reader to lecturer interpretation is a constructive framework for student learning. In the case studied, flat approaches to the poststructuralist "intentionality fallacy" were found to further exacerbate unequal power dynamics, with detrimental effects on student learning. An argument is made for more ethically aware approaches to the balance between interpretation and intentionality by recognizing that it echoes the relationship between self and other. (Contains 82 notes.)

In South Africa, access to education is regarded as a right enshrined in the Bill of Rights of the Constitution yet issues of inequality, poor access and exclusion remain as intense as they have always been for students with disabilities. When universities closed due to Covid-19, all students suffered in one way or the other but those with disabilities suffered the most as their support is not mainstreamed. This highlighted the need to create a seamless system of student support if we are to leave no student behind. To do this, the paper proposes the adoption of the Universal Design for Learning (UDL), a framework that supports inclusive teaching and learning. Adopting UDL is critical in ensuring curriculum access and in addressing fragmented student support. Supporting students with disabilities should be everyone's responsibility and the sooner we adopt the principles of UDL, the better the learning outcomes for all students. [ABSTRACT FROM AUTHOR]

Low teacher morale, coupled with extremely poor schooling outcomes for students as measured on standardized tests have increasingly been reported in the media in South Africa. As elsewhere, there is growing demand for the reorganisation of teachers' work in order to enhance school performance. The paper investigates the ways in which current market-led government policies have sustained past inequalities between schools and between teachers. Drawing on Savage's notion of assets, the analysis focuses on how the material and organisational conditions of teachers' work combine to affect teachers' morale. The analysis is based on available sets of data on inequalities--at the societal level, at the level of the homes and communities of the children that attend school, at the level of schooling system and at the level of teachers. It proposes a conceptual typology in relation to the four levels of data we provide, which shows interesting differential effects on teachers' morale and the transformation of teachers' work in South Africa. We argue that the relations between enduring economic inequalities in South Africa, an underspecified new curriculum and the bureaucratization of teachers' work have created an intractable pattern of accumulation of educational disparity among teachers in South Africa. Teacher morale needs to be considered in the context of these structural conditions. (Contains 7 notes.)

In this article I consider whether there is a process of repression occurring in definitions of citizenship and frameworks of citizenship education, which involves a forgetting of history. By focusing on recently troubled countries I identify how the force of history comes to play, and from that I consider how, in relatively stable liberal democracies such as England, the repression of history is more complete. I suggest that this repression leads to an impoverished definition of citizenship in terms of values and ethical considerations, resulting in an antiseptic curriculum which fails to address some of the sharper issues that lie deep in the complexity of experience and identity, issues that should be addressed in the pursuit of being-together in a pluralist society.

In his critique of academic writing about and public consumption of government policy and law, Jonathan Jansen uses his argument of the symbolic functions of education law and education policy as a basis for explaining the lack of progress in achieving equity and justice under "Brown v. Board of Education" (1954) in the United States and the lack of progress in achieving social goals after 12 years of freedom in South Africa. This article presents the author's response to Jansen's article. The purpose of this author is two-fold: to build on Jansen's work so as to develop further an examination of both the U.S. and South African black education experiences with respect to: (1) the curriculum taught in schools; and (2) the experiences of students and educators in desegregated schools. This chapter argues that the efficacy of education policies and laws aimed at redressing racial discrimination and attainment of equity and social justice should be judged not only on the merits of the law or policy but on what happens within the desegregated schools in a given school system. (Contains 4 notes.)

This paper uses posthumanism as the theoretical framing to understand the curriculum transformations towards creating sustainable learning environments at some higher education institutions (HEIs) and the early childhood care and education (ECCE) centres in South Africa. The choice of these two bands in education is necessitated by the fact that curriculum singularities and/or insularities have become obsolete in the context of the Covid-19 pandemic and its aftermath, the calls for decolonization of the curriculum and the challenges of the Fourth Industrial Revolution (4IR). For example, COVID-19 has demonstrated that the curriculum is best delivered when various actors, different modes of interaction and distributed sites are used to ensure no learner is left behind, irrespective of their station in life. Emphasizing the same notions of multi-layered and multi-perspectival approaches, the calls for decolonization affirm the importance of all canons of knowledge, beyond just the euro-centric ones, as the basis for a transformed curriculum. Furthermore, the 4IR privileges the skills of collaboration and compassion for others as critical in this era. What the article brings forth as the central idea is the primacy of relationalities in the construction of curriculum, hence the identities of learners, students, academics, caregivers, institutions of higher learning and care centres. The above are beyond the deleterious influences of anthropocentrism, hence the Anthropocene, and the individuality of humanism and enlightenment. Creating sustainable learning environments is the primary goal of all curricula across the globe. The challenge thus far has been the curriculum approaches that isolate individuals and/or processes from the stakeholders and role players. Curricula emphasized the lone genius's power and prowess, relying almost solely on their innate abilities as advised by genetic epistemology; this was despite the incessant caution by socio-culturalism and eco-systemic couplings. The latter advocates for the focus on relationalities as a basis for curriculum quality assurance and its transformations. To evidence the above, this article traces how the scholars and practitioners of the curriculum at HEIs and ECCE in South Africa have shifted focus from an emphasis on isolationism to collaboration and the privileging of relationalities. The article highlights the nature and the specificity of those changes and how they relate to new curriculum experiences. [ABSTRACT FROM AUTHOR]

In recent years Geography Information System (GIS) implementation in schools has emerged as one of the most important threads deserving academic inquiry globally. This paper seeks to draw lessons from the South African experience on GIS implementation by engaging in an in-depth documentary analysis of the Geography syllabus in the updated Zimbabwe curriculum and the South Africa (SA) Curriculum and Assessment Policy Statement (CAPS) Geography syllabus. This paper draws from the Normalisation Process Theory (2009) and the Extended Normalisation Process Theory (2013). The researcher purposively selected the Ordinary Level Geography Syllabus in Zimbabwe and CAPS Geography Syllabus Grade 10 - 12. This paper argues that there are numerous lessons that Zimbabwe can draw from South African experiences. Among the lessons that can be drawn from the CAPS Geography syllabus are the following; the fusion of GIS across Geography topics instead of taking GIS as a standalone topic; allocating adequate financial resources to schools, allocating GIS more time in the syllabus among others. The researcher recommends that Zimbabwe adopt a paper-based GIS educational package. [ABSTRACT FROM AUTHOR]

This study sought to explore academics' perceptions of the development and delivery of curriculum for online teaching and learning in a rural-based university. Technology integration into teaching and learning in higher education is receiving more attention, thanks to the Coronavirus pandemic that has forced all facets of lives to look for alternative methods of operation instead of face-to-face contact. The pandemic saw most institutions of higher learning move their mode of curriculum delivery from face-to-face to multimodal learning using technology. This, however, was done without considering whether the existing curriculum that was accredited to be delivered face-to-face will perfectly fit into multimodal learning. The exploratory research design within the qualitative research methodology was applied in this paper. Purposive and convenience sampling techniques were applied to sample a rural university in Limpopo province of South Africa, and academics respectively. Semi-structured interviews and reflexive thematic analysis were employed for data collection and analysis for this paper. The study revealed there is a relationship between curriculum development and the mode of delivery used for teaching. Some of the academics indicated that a lack of technological skills poses a threat to adopting new technologies for teaching. In light of this, the study recommends ICT infrastructure investment and human resource capacitation for proper integration of technology for teaching and learning. [ABSTRACT FROM AUTHOR]

Purpose: With the global adoption of the United Nations Sustainable Development Goals (UN SDGs), it has become increasingly important for educators to develop a responsive curriculum where future event practitioners understand, value and implement sustainability as a core component of meeting and event management. The purpose of this paper is to explore the viewpoints of industry to embed sustainability as part of developing a Meeting and Event Management curriculum that is responsive to industry needs, and in so doing, contribute to quality education (SDG4). Design/methodology/approach: Qualitative data were generated from 10 key informant interviews amongst top-level meeting and event professionals. Open questions elucidated industry viewpoints to develop content for a Meeting and Event Management curriculum at Advanced Diploma level in South Africa. Content analysis and data interpretation revealed key topics that guided the embedment of SDGs in the curriculum as knowledge, skills, values and attitudes. Findings: Curriculum content was linked to six specific, corresponding SDGs, namely: good health and well-being; quality education; decent work and economic growth; industry, innovation and infrastructure; climate action and partnerships for the goals. Originality/value: The paper contributes valuable industry insights into academic educators concerned with responsive curriculum development in the field of meeting and event management by outlining how SDGs can be integrated as competencies and learning outcomes in a tertiary qualification. [ABSTRACT FROM AUTHOR]