THABO MSIBI: PROJECT LEADER R150 000 (HIVOS) This project seeks to address homophobia in schools by empowering teacher-educators across the country to competently teach about sexual diversity matters to pre-service teachers. Based on the premise that many of the challenges experienced by the LGBTI community with regards to HIV/AIDS vulnerability, limited access to healthcare services and […]
Project leaders: Dr Kathleen Pithouse-Morgan (UKZN), Prof Thenjiwe Meyiwa (DUT), Prof Theresa Chisanga (WSU), Dr Delysia Timm (DUT) The Transformative Education/al Studies (TES) project was a response to two national educational priorities in South Africa: a) the pressing need to transform teaching and learning in the Higher Education sector; and b) the pressing need to […]
NRF-funded research project Principal investigator: Dr Nyna Amin School of Education One of the most critical challenges facing South Africa in the post-apartheid era is how to prepare teachers for the complexities and challenges they may face in the work situation because the educational landscape has undergone dramatic changes in the previous decade. The new […]
Rural School-Children Speak (RuSCS): The School-Children Narratives Of A ‘Caring’ School In Rural Contexts Of Lesotho And South Africa.
Fumane Khanare The proposed study is located in debates emanating from the research focus referred to as “Rural Education”. Rural education is an area of study that studies people living in rural contexts. There are many determinations of what is considered ‘rural’. Both Lesotho (see Report on Youth and Adult Learning and Education in Lesotho) […]
This is an ongoing project that started in 2014 and is funded by the College of Humanities. Interviews are in progress and the write up will happen at the beginning of 2015.
Inside Teaching in Higher Education: South African Academic Autoethnographies is a book project lead by Dr Daisy Pillay and is funded by the UTLO office as an Institutional Grant Project.
Inside Teaching in Higher Education is a book about becoming and/or being an academic in relation to the pedagogic settings of twenty-first century universities in South Africa. The contributors are well-seasoned academics, as well as emerging writers, and are also of different races and genders. As participants in, and consumers of university cultures, their autobiographies […]