Vol. 39 No. 1 (2021): COVID-19 special issue: Opportunity to rethink and restructure education in the world

View Vol. 39 No. 1 (2021): COVID-19 special issue: Opportunity to rethink and restructure education in the world

Guest edited by Prof Charl Wolhuter (North-West University) and Prof Lynette Jacobs (University of the Free State, South Campus)

DOI: https://doi.org/10.38140/pie.v39i1
Published: 2021-03-12

COVID-19 and the impact on basic and special education

  • Can COVID-19 bring about 20/20 acuity in education scholarship in South Africa?

    Prof C. C. Wolhuter
    1-11
    DOI: https://doi.org/10.38140/pie.v39i1.4569

  • Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity

    Dr E.D. de Klerk, Dr J.M. Palmer
    12-28
    DOI: https://doi.org/10.38140/pie.v39i1.4738

  • The opening and reopening of schools in South Africa during the COVID-19 pandemic: An appraisal from two vantage points

    Prof J.L. van der Walt, Prof I.J. Oosthuizen
    29-43
    DOI: https://doi.org/10.38140/pie.v39i1.4816

  • Educational continuity during the pandemic: Challenges to pedagogical management in segregated Chilean schools

    Dr C. Cuéllar, Dr M.A. Guzmán, C. Lizama, M.P. Faúndez
    44-60
    DOI: https://doi.org/10.38140/pie.v39i1.4714

  • Teaching in the COVID-19 era: Understanding the opportunities and barriers for teacher agency

    Prof M.C.M. Ehren, Dr R. Madrid, Ms Sara Romiti, Dr P.W. Armstrong, Dr P. Fisher, Ms D.L. McWhorter
    61-76
    DOI: https://doi.org/10.38140/pie.v39i1.4808

  • From “How are you doing?” to “Have you eaten?”: Understanding the daily lived experiences of Asians in America during the COVID-19 pandemic

    P.A. Kong, X. Yu, A. Sachdev, X. Zhang, N. Dzotsenidze
    77-105
    DOI: https://doi.org/10.38140/pie.v39i1.4803

  • Home-schooling in South Africa: Adapting to the new normal of providing education

    106-121
    DOI: https://doi.org/10.38140/pie.v39i1.4594

  • COVID-19 challenges to access to education for learners living with severe disabilities: An education law perspective

    Prof J.L. Beckmann, Prof J.M. Reyneke
    122-137
    DOI: https://doi.org/10.38140/pie.v39i1.4806

  • The impact of COVID-19 on the holistic development of young South African at-risk children in three early childhood care and education centres in a rural area

    138-156
    DOI: https://doi.org/10.38140/pie.v39i1.4706

  • Adapt or die in the time of a pandemic: Towards a grounded theory of strategic adjustments by an early childhood development training organisation

    Me. E. Kruger
    157-172
    DOI: https://doi.org/10.38140/pie.v39i1.4805

  • The challenges posed by COVID-19 to the BRICS education systems: Lessons to be learnt

    Prof Ewelina Kinga Niemczyk, Dr Louw de Beer, Prof Hennie Steyn
    173-188
    DOI: https://doi.org/10.38140/pie.v39i1.4744

  • Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers

    Dr L. Yorke, Prof P. Rose, Prof T. Woldehanna, Dr B.H. Hailu
    189-206
    DOI: https://doi.org/10.38140/pie.v39i1.4747

  • COVID-19 and education in Ukraine: Responses from the authorities and opinions of educators

    Prof O. Lokshyna, Prof O. Topuzov
    207-230
    DOI: https://doi.org/10.38140/pie.v39i1.4756

  • COVID-19 and multicultural education in Brazil

    Prof A. Ivenicki
    231-241
    DOI: https://doi.org/10.38140/pie.v39i1.4703

  • COVID-19 and the exacerbation of educational inequalities in New Zealand

    242-256
    DOI: https://doi.org/10.38140/pie.v39i1.4764

  • Environmental education using distance learning during the COVID-19 lockdown in Israel

    N. Assaf, D. Gan
    257-276
    DOI: https://doi.org/10.38140/pie.v39i1.4684

  • Leveraging community-based innovations during COVID-19 to strengthen the Haitian school system

    Dr N. Boothby, A. Hart, H. Chandler, D. Dupuy
    277-290
    DOI: https://doi.org/10.38140/pie.v39i1.4758

COVID-19 and the impact on higher education

  • The COVID-19 pandemic: Streamlining or capsizing the global higher education revolution

    Prof C.C. Wolhuter, Prof L. Jacobs
    291-303
    DOI: https://doi.org/10.38140/pie.v39i1.4821

  • Collective autobiographical reflexivity on active and compassionate citizenship in the COVID-19 crisis

    S. Mi-Cheong Cheong, R. Azada-Palacios, K. Beye, A.P. Lang, N. Bahadur Saud, Y. Tong
    304-322
    DOI: https://doi.org/10.38140/pie.v39i1.4787

  • Progress of an African student during COVID-19 and beyond in higher education: Re-colonisation of decolonisation?

    Dr M.C. Kgari-Masondo, Dr P. Chimbunde
    323-339
    DOI: https://doi.org/10.38140/pie.v39i1.4635

  • The learning experience of a visually impaired learner regarding emergency blended teaching and learning at a higher education institution

    340-352
    DOI: https://doi.org/10.38140/pie.v39i1.4822

  • Adapting a capacity-development-in-higher-education project: Doing, being and becoming virtual collaboration

    Prof L. Jacobs, Prof K. Wimpenny, L. Mitchell, C. Hagenmeier, Prof J. Beelen, M. Hodges, V. George, Dr A. DeWinter, C. Slambee, Dr S. Obadire, Prof A. Viviani, Dr L. Samuels, L.M. Jackson, R. Klamer, N. Adam
    353-371
    DOI: https://doi.org/10.38140/pie.v39i1.4792

  • COVID-19: Education policy, autonomy and alternative teacher education in Israel

    372-389
    DOI: https://doi.org/10.38140/pie.v39i1.4757

  • Managing higher education institutions in the context of COVID-19 stringency: Experiences of stakeholders at a rural South African university

    Prof V.S. Mncube, Mr Bonginkosi Mutongoza, Mr Emmanuel Olawale
    390-409
    DOI: https://doi.org/10.38140/pie.v39i1.4606

  • Addressing the wicked problem of feedback during the teaching practicum

    Prof C. Nel, Dr E. Marais
    410-426
    DOI: https://doi.org/10.38140/pie.v39i1.4716

  • Prospects and pitfalls associated with implementing blended learning in rural-based higher education institutions in Southern Africa

    Patricia Muhuro, SM Kangethe, Patricia Muhuro
    427-441
    DOI: https://doi.org/10.38140/pie.v39i1.4615

  • The teaching mix matters: Rethinking veterinary education at a South African university

    442-470
    DOI: https://doi.org/10.38140/pie.v39i1.4707