Zobrazeno 1 - 10
of 57
pro vyhledávání: '"Saloshna Vandeyar"'
Autor:
Saloshna Vandeyar, Lwazi Ziqubu
Publikováno v:
Perspectives in Education, Vol 40, Iss 4 (2022)
Utilising the theoretical frameworks of theory of power and theory of performativity, this case study explored how learners exercised agency in the construction of their identity in school discourses. Data capture incorporated a mix of a survey, semi
Externí odkaz:
https://doaj.org/article/c1e41d49ac6145fc9a99b8fad9e9a5f7
Autor:
Saloshna Vandeyar
Publikováno v:
South African Journal of Education, Vol 41, Iss Suppl. 2, Pp S1-S12 (2021)
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,
Externí odkaz:
https://doaj.org/article/20b06f945d6244e98ffd3f73f4d29783
Autor:
Saloshna Vandeyar
Publikováno v:
Ensaio, Vol 27, Iss 104, Pp 456-475 (2019)
This qualitative case study sets out to explore how “born-free” students constitute, negotiate and represent their identities in South African schools twenty years after the advent of democracy. The meta-theoretical paradigm of social constructiv
Externí odkaz:
https://doaj.org/article/4519ddeb68e041a889a81d9ef026ab3f
Autor:
Saloshna Vandeyar
Publikováno v:
Perspectives in Education, Vol 39, Iss 2 (2021)
In this fascinating volume dedicated to illustrating transformative agency in teacher education by means of critical perspectives on design, content and pedagogy, editors Carina America, Nazeem Edwards and Maureen Robinson recognise the need to bring
Externí odkaz:
https://doaj.org/article/29f7d0008efb462fa4911d4dda8c72c2
Autor:
Saloshna Vandeyar, Ronel Swart
Publikováno v:
Education as Change, Vol 20, Iss 3, Pp 141-159 (2016)
This paper sets out to advance the concept of an ‘epistemology of compassion’ first proposed by Vandeyar (2013; 2016). Utilising a single embedded case study and the theoretical mooring of post-conflict pedagogy this paper attempts to find links
Externí odkaz:
https://doaj.org/article/f64ea4c71ecc48c5b72d1d4ec89b6664
Publikováno v:
South African Journal of Education, Vol 34, Iss 2, Pp 01-20 (2014)
The purpose of this study was to explore difficulties and challenges that confront African immigrant teachers as they attempt to reconstruct their professional identities in South African schools. The study was qualitative in nature and utilized narr
Externí odkaz:
https://doaj.org/article/bf7007d70a434cc8b310e354a5c5948a
Autor:
Saloshna Vandeyar
Publikováno v:
South African Journal of Education, Vol 30, Iss 3, p 0 (2010)
Recognizing that teacher commitments are consequential for classroom practice, this study sets out to determine the extent to which the ethos of South African schools has been transformed towards integration in the truest sense. Findings emanating fr
Externí odkaz:
https://doaj.org/article/71e031e161734f2b99d57639026f36d3
Autor:
Saloshna Vandeyar
This is a ground-breaking research study on Black immigrant identities in South African schools. It is the first major book on racial integration and immigrant children in South African schools. The overall aim of this study is to investigate how imm
Autor:
Saloshna Vandeyar, Matsie Agnes Mohale
Publikováno v:
South African Journal of Education; Vol. 42 No. 4 (2022)
Utilising a qualitative case study, we set out to investigate how learners at Hope Saturday School evoked the principles of ubuntu/humanity as they collaborated during project-based learning. The article is part of a broader study in which a mix of s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::927383b7d39476b2b5e212b7de9da900
https://doi.org/10.15700/saje.v42n4a2080
https://doi.org/10.15700/saje.v42n4a2080
Autor:
Saloshna Vandeyar
Publikováno v:
Equity & Excellence in Education. 55:189-202
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fdb4d3508c7ca66434acfa2be82d80da
https://doi.org/10.1080/10665684.2022.2064388
https://doi.org/10.1080/10665684.2022.2064388