Vol. 35 No. 2 (2017)

DOI: https://doi.org/10.38140/pie.v35i2

Published: 2018-04-05

Editorial

Education for sustainable development in the era of decolonisation and transformation

Sechaba Mahlomaholo, Mzolisi Payi

vii-xi
- PDF

Research articles

Quality education for sustainable development: Are we on the right track? Evidence from the TIMSS 2015 study in South Africa

J. K. Alex, A. Juan

1-15
- PDF
A socially inclusive teaching strategy for transforming the teaching of English first additional language

M. L. Malebese

16-29
- PDF
Enhancing the teaching and learning of auditing: The case for descriptive feedback

Makeresemese Rosy Qhosola

30-44
- PDF
Transformation and decolonisation of mathematics education for sustainable development: A case study of its learning trend in Nigeria

I. A. Salami, C. I. O. Okeke

45-59
- PDF
Transformation of teaching quality in secondary school education: Teachers’ conception

O. A. Ojo, E. O. Adu

60-72
- PDF
Teachers’ perspectives on transforming teacher education curriculum for relevance to basic education for sustainable development

E. N. Cishe

73-84
- PDF
Creating sustainable physical sciences learning environments: A case for decolonised and transformative learning

Moeketsi Freddie Tlali

85-98
- PDF
Sustaining good management practices in public schools: Decolonising principals’ minds for effective schools

Andrea Mqondiso Buka, Nomzi Florida Matiwane-Mcengwa, Maisha Molepo

99-111
- PDF
The relevance of the school governance body to the effective decolonisation of education in South Africa

N. Duku, I. A. Salami

112-125
- PDF
Resilience of the socio-educational afterschool and community intervention drop-in centre

M. R. Mampane

126-141
- PDF
Unmasking the ramifications of the fees-must-fall-conundrum in higher education institutions in South Africa: A critical perspective

Edmore Mutekwe

142-154
- PDF
Re-imagining higher education leadership – in conversation with South African female deputy vice-chancellors

Adéle Moodly, Noluthando M. Toni

155-167
- PDF
Decolonising the future in the untransformed present in South African higher education

Kehdinga George Fomunyam

168-180
- PDF
Codification, meritocracy and performativity: Debilitating factors for black pre-service teachers

P. B. N. Maseko

181-195
- PDF
Curriculum responsiveness within the context of decolonisation in South African higher education

Kehdinga George Fomunyam

196-207
- PDF
English studies: Decolonisation, deparochialising knowledge and the null curriculum

Chaka Chaka, Mirriam Lephalala, Nandipha Ngesi

208-229
- PDF

Vol. 35 No. 2 (2017)

Editorial

Education for sustainable development in the era of decolonisation and transformation

Research articles

Quality education for sustainable development: Are we on the right track? Evidence from the TIMSS 2015 study in South Africa

A socially inclusive teaching strategy for transforming the teaching of English first additional language

Enhancing the teaching and learning of auditing: The case for descriptive feedback

Transformation and decolonisation of mathematics education for sustainable development: A case study of its learning trend in Nigeria

Transformation of teaching quality in secondary school education: Teachers’ conception

Teachers’ perspectives on transforming teacher education curriculum for relevance to basic education for sustainable development

Creating sustainable physical sciences learning environments: A case for decolonised and transformative learning

Sustaining good management practices in public schools: Decolonising principals’ minds for effective schools

The relevance of the school governance body to the effective decolonisation of education in South Africa

Resilience of the socio-educational afterschool and community intervention drop-in centre

Unmasking the ramifications of the fees-must-fall-conundrum in higher education institutions in South Africa: A critical perspective

Re-imagining higher education leadership – in conversation with South African female deputy vice-chancellors

Decolonising the future in the untransformed present in South African higher education

Codification, meritocracy and performativity: Debilitating factors for black pre-service teachers

Curriculum responsiveness within the context of decolonisation in South African higher education

English studies: Decolonisation, deparochialising knowledge and the null curriculum

Make a Submission

Information