Vol. 32 No. 4 (2014)

Research articles

• Access or inclusion? Conceptualisation and operationalisation of gender equality in Zimbabwean state universities.

  Efiritha Chauraya

  4-19

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• Exploring differential science performance in Korea and South Africa: A multilevel analysis

  Mee-Ok Cho, Vanessa Scherman, Estelle Gaigher

  21-39

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• Group work as ‘terrains of learning’ for students in South African higher education

  Gladman Thondhlana, Dina Zoe Belluigi

  40-55

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• Confronting contradiction: Diversity experiences at school and university

  Merridy Wilson-Strydom

  56-73

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• Gender representation in contemporary Grade 10 Business Studies textbooks in South Africa

  Suriamurthee Moonsamy Maistry, Preya Pillay

  74-92

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• A Capabilities perspective on education quality: Implications for foundation phase teacher education programme design

  Jean Baxen, Yvonne Nsubugu, Liz Botha

  93-105

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• Enhancing validity when researching the ‘Other’: Insights from Pierre Bourdieu’s Theory of Social Science Research Practice

  Devika Naidoo

  106-120

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• Patriarchy: A case of Women in Institutions of Higher Education

  Eunice Tressa Dlamini, Jabulile Dorothy Adams

  121-133

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• Does Deafness Spell Disaster? An Analysis of the Written English Levels of Deaf Children in the Nelson Mandela Metropole, South Africa

  Carolyn Weir, Diana Ayliff

  134-148

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• Entering an ambiguous space: Evoking polyvocality in educational research through collective poetic inquiry

  Kathleen Pithouse-Morgan, Inbanathan Naicker, Vitallis Chikoko, Daisy Pillay, Pholoho Morojele, Teboho Hlao

  149-170

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• Education researchers as bricoleurs in the creation of sustainable learning environments

  Sechaba Mahlomaholo

  171-183

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