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Improving my professional practice by infusing values of social justice as a teacher educator
(University of the Free State, 2014-01)
English: My dissertation is a reflection on the first cycle of a journey in which I seek to make my practice a living theory by answering the question: How do I improve my professional practice as a teacher educator by ...
A framework for facilitating the transition from school to university in South Africa: a capabilities approach
(University of the Free State, 2012-11)
Access to university in South Africa has been, and continues to be, a highly contested area that is plagued with many layers of complexity rooted in the social, political and educational past and present. Situated within ...
Social justice and rural education in South Africa
(Faculty of Education, University of the Free State, 2012)
Social justice is undeniably grounded in efforts at circumventing provisions that seek to uphold ostracism and exclusionary practices which have permeated South Africa and many other societies worldwide for extensive periods ...
A framework for facilitating the transition from school to university in South Africa: a capabilities approach
(University of the Free State, 2012-11)
English: Access to university in South Africa has been, and continues to be, a highly contested area that is plagued with many layers of complexity rooted in the social, political and educational past and present. Situated ...
A collaborative self-study of educators working towards anti-oppressive practice in higher education
(University of the Free State, 2016-01)
In writing this thesis I tried to create an ‘artwork’ in which theory, literature, narrative and art become interwoven to illuminate the lived experiences of educators working towards anti-oppressive practices in a higher ...
A capabilities approach to student experiences of pedagogy, power and well-being at a South African university
(University of the Free State, 2015-11)
English: Persistent educational, economic and social inequalities in South Africa perpetuate patterns
of unequal access and participation for a significant number of university students. In
particular, many first-generation, ...
Guided group reflections of first-year pre-service teachers: moving beyond the rhetoric of "go and reflect"
(Faculty of Education, University of the Free State, 2015)
In South Africa, pre-service teachers enter education programmes with diverse preunderstandings
of the teaching profession. For some, their experiences are often
naively divorced from a genuine understanding of how ...
Conversations among Black staff members at a historically White Afrikaans university campus on issues of race, social justice and reconciliation
(Faculty of Education, University of the Free State, 2012-09)
In an ethnographically designed study, guided by a critical community psychology framework, Black staff
members at a historically White Afrikaans university campus conducted email conversations relating to
issues of race, ...
Critical emancipatory research for social justice and democratic citizenship
(Faculty of Education, University of the Free State, 2012-12)
This article proposes a research paradigm located within the respectful relationship between participants
and researcher(s) towards construction of positive holding, interactions and invitational environments
which ...
Enhancing collaborative skills among members of the school governing body
(University of the Free State, 2016-06)
English: Of critical importance to this study, is the development of a framework which will
harness the challenges of SGB collaborative skills which is informed by the fact that a
dearth collaborative capacity of the ...