Browsing TD: 2018 Volume 14 No 2 by Title
Now showing items 7-12 of 12
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Linguistic challenges faced by rural Tshivenda-speaking teachers when Grade 4 learners transition to English
(AOSIS, 2018)The general complaint of teachers in rural monolingual communities is that teaching becomes problematic after learners are promoted to Grade 4. While the transition to a next academic phase places new cognitive demands on ... -
Reflecting on more than 20 years of involvement in a postgraduate higher education qualification for academics: may I dare use an auto-ethnographic lens?
(AOSIS, 2018)As a proponent of action research for more than 20 years, I reflect on my scholarship of higher education using an auto-ethnographic lens. The research reported focuses mainly on my facilitating of learning as a lecturer ... -
The representation of the temporal notion of post-colonial Africa in South African history textbooks
(AOSIS, 2018)This article is premised on the current (2015–2016) developments in South Africa whereby the country’s youth are increasingly engaging in discourses of South Africa’s post-colonial condition and the need for decolonisation. ... -
Restorying for transdisciplinarity: a proposed teaching-learning strategy in a context of Human Rights Education
(AOSIS, 2018)Human Rights Education can provide a context for transdisciplinary boundary talk as a possible way to create cohesion among the multiple disciplines embedded within the Social Sciences. This article presents a teaching-learning ... -
South African Social Sciences teachers’ views on the integration of History and Geography in the General Education and Training phase
(AOSIS, 2018)With the cessation of apartheid in 1994, social transformation was one of the key objectives of the democratic South Africa. In light of this, the South African government believed that mass education would develop a ... -
A transdisciplinary exploration: reading peace education and teaching English to speakers of other languages through multiple literacies theory
(AOSIS, 2018)Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such ...