• Immanent umthakathi: critically self-reflexive dung beetle doing: contextually appropriate education for be(com)ing better with_in the world now. 

  Quin, Jane Wilhelmina. (2021)

  ‘Yearning to be bold’, carefully crossing borders of transformative, pragmatic and indigenous paradigm spaces in search of decolonised radical democratic living and learning liberation, this PhD addresses the question: How ...

• The experiences of rural working mothers pursuing higher degrees at a South African University. 

  Msimango, Welile Ntombifuthi. (2020)

  This research explored the experiences of rural working mothers pursuing postgraduate degrees at a South African university. The focus of the study was on the experiences of older women coming into higher education. After ...

• Towards a decolonised philosophy of African history: theoretical reflections of the history academics in South Africa. 

  Tabhu, Mlamuli. (2022)

  This study sought to investigate the coloniality and decolonised philosophy of African history through the theoretical reflections of the designated history academics in South Africa. The research was informed by the quest ...

• Transnational experiences of teacher leadership: narratives of South African expatriate teachers. 

  Govender, Ashkelon. (2022)

  Over the past two decades, teacher migration has become popular amongst South African teachers. South African teachers are leaving their home country to go to the Gulf Cooperation Council (GCC) country schools owing to ...

• Exploring social and emotional learning in a grade 4 classroom: a teacher’s self-study. 

  Mkhize, Ntokozo Sibusisiwe. (2020)

  I am a teacher at a primary school in South Africa. This thesis presents a self-study project exploring social and emotional learning in my personal history and my Grade 4 classroom. I wanted to discover ways of improving ...

• Theatre roots, learning routes: educating through formal theatre productions in higher education – a self-study. 

  Meskin, Tamar. (2021)

  My study grew out of a desire to root my research in my creative practice as both drama lecturer and director of formal theatre productions in higher learning institutions. From my own lived experience, I knew that ...

• Assessing grade six second language learners: English home language teachers’ experiences. 

  Ragavan, Bianca Jade. (2022)

  Since the end of apartheid and the birth of a new democratic South Africa, learners of different races have been at liberty to attend any school of choice. With South Africa having eleven official languages, children attend ...

• Playful pedagogy in an under-resourced grade 1 classroom: a teacher’s self-study. 

  Phewa, Nontuthuko Queeneth. (2021)

  I am a teacher in a primary school in a semi-urban area, serving an isiZulu-speaking community. My study aimed to explore playful pedagogy as a valuable teaching and learning approach in an under-resourced Grade 1 classroom. ...

• Exploring children’s popular culture as a resource for English creative writing in an isiZulu-speaking Grade 6 class: a teacher’s self-study. 

  Madondo, Siphiwe Bafana. (2021)

  I am an isiZulu-speaking teacher in a primary school in a semi-rural area, serving an isiZulu-speaking community. The school uses English as a medium of instruction, and it is taught as a First Additional Language. My study ...

• Improving continuing professional teacher development in the Foundation Phase: a subject advisor’s self-study. 

  Makhanya, Hlengiwe Delicia Bawinile. (2020)

  I am a subject advisor in the Foundation Phase (Grades R–3) in the Department of Education in KwaZulu-Natal Province, South Africa. For this study, the focus was on my practice and learning as a subject advisor concerning ...

• A case study of a training programme for educators and trainers within a non-profit organisation: participant and organisational experiences. 

  Van der Westhuizen Louw, Willem. (2019)

  This qualitative single case study explored an international Non-Profit Organisation’s (NPO) planning, design and implementation of a Training Programme for Educators and Trainers (TPET) during the period 2009 – 2011. ...

• Experiences of NGO capacity building on microfinance: Zimbabwean life histories. 

  Ncube, Fezile. (2020)

  This qualitative study explored poor rural women’s experiences of the Internal Savings and Lending (ISaL) scheme promoted by CARE International in Zimbabwe. Data in this interpretivist, life history study were generated ...

• An exploration of teachers’ perspectives of teaching agricultural sciences in secondary schools in two districts of KwaZulu-Natal. 

  Nduku, Nonhlanhla Fortunate. (2021)

  This thesis bestows the action research, which involves six teachers who participated in exploring teachers’ perspectives of teaching AGRIS in secondary schools in two districts of KwaZulu-Natal. The agricultural sciences ...

• Teachers’ experiences of integrating Jika iMfundo into curriculum and assessment policy statement in Mthonjaneni circuit. 

  Shabangu, Witness Dumile. (2020)

  The study presented a qualitative case study exploring teachers’ experiences in integrating Jika iMfundo into the Curriculum and Assessment Policy Statement (CAPS) in schools on Mthonjaneneni Circuit in KwaZulu-Natal. The ...

• Exploring the post school career/training and employment trajectories of students with special educational needs. 

  Laalje, Sitha. (2020)

  Youth with disabilities have a high rate of unemployment, are under employed or earn less than youth without disabilities. They encounter many barriers when seeking employment and this makes them half as likely as their ...

• Novice teachers and classroom management: exploring classroom disruptive behaviour forms and their management by novice teachers in a township secondary school. 

  Buthelezi, Lungile Patience. (2021)

  Disruptive behaviours in schools have been an ongoing pandemic, especially in township schools. This study explored classroom disruptive behaviours forms and their management by novice teachers in a township secondary ...

• First-year female university residence students’ experiences and constructions of gender and sexuality in the context of gender-based violence in South Africa. 

  Kabaya, Sibonile. (2021)

  Entering university for the first time is a major change for first-year female students at university, especially for those who live in university residences. There is increasing evidence of gender-based violence (GBV) on ...

• School-based professional development initiatives for novice teacher development: experiences of heads of department in public primary schools. 

  Mhlophe, Zandile Hazel. (2021)

  This thesis presents an understanding of HoDs’ experiences in enacting school-based professional development of novice teachers in primary schools. As a novice teacher who encountered many professional and personal ...

• Pre-service teachers’ understandings of teaching measurement as mathematics component in foundation phase. 

  Mvuyana, Zodwa Eunice. (2021)

  Teaching measurement as one of mathematical components in Foundation Phase classrooms is significant. Different studies conducted discovered that pre-service teachers should possess Mathematical Content Knowledge for the ...

• In pursuit of a critical (African) psychology pedagogy in a South African university: a critical self-study. 

  Frizelle, Kerry Lyn. (2020)

  This thesis explores the under-researched nexus between critical psychology and critical pedagogy in the South Africa context. Adopting a self-study approach, it investigates how critical pedagogy might inform the pedagogical ...

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