No 82 (2021): General Issue | Journal of Education

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Published: 2021-03-31

Editorial

Editorial

Carol Bertram

1-4
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Research Articles

Aligning with feminism: Critical autoethnographic reflections of a profeminist heterosexual male teacher educator

Suriamurthee Moonsamy Maistry

5-27
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Developing a supervisor identity through experiential learning Narratives of three interdisciplinary novice academics working in a South African University

Sibonelo Blose, Vusi Msiza, Freedom Chiororo

28-43
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"We’ve been taught to understand that we don’t have anything to contribute towards knowledge": Exploring Academics’ understanding of decolonising curricula in higher education

Mlamuli Nkosingphile Hlatshwayo, Innocentia Alexander

44-59
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Exploring students’ experience and perceptions of the Somatology extended curriculum programme at the Durban University of Technology

Mokgadi Ursula Makgobole, Stanley Chibuzor Onwubu

60-77
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“Do all roads lead to Rome?”: The influence of two different higher education programmes on beginner teacher identity

Mické Van der Westhuizen, Yolandi Woest

78-99
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Research for policy and practice in teacher education: The case of the Professional Practice Schools research project

Maureen Robinson

100-112
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Beyond classroom walls: The role of a co-curricular English club in supporting second language learning

Jennifer Sheokarah, Ansurie Pillay

113-128
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Exploring Grade 6 mathematics teachers’ use of the language of learning and teaching in assessment for learning

Sizwe B Mahlambi, Ailwei S Mawela

129-148
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The digital divide at three disadvantaged secondary schools in Gauteng, South Africa

Grasia Chisango, Newlin Marongwe

149-165
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