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

106-121
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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
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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
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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
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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
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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
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COVID-19 and education in Ukraine: Responses from the authorities and opinions of educators

Prof O. Lokshyna, Prof O. Topuzov

207-230
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COVID-19 and multicultural education in Brazil

Prof A. Ivenicki

231-241
- PDF
COVID-19 and the exacerbation of educational inequalities in New Zealand

242-256
- PDF
Environmental education using distance learning during the COVID-19 lockdown in Israel

N. Assaf, D. Gan

257-276
- PDF
Leveraging community-based innovations during COVID-19 to strengthen the Haitian school system

Dr N. Boothby, A. Hart, H. Chandler, D. Dupuy

277-290
- PDF

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

340-352
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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
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COVID-19: Education policy, autonomy and alternative teacher education in Israel

372-389
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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
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Addressing the wicked problem of feedback during the teaching practicum

Prof C. Nel, Dr E. Marais

410-426
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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
- PDF
The teaching mix matters: Rethinking veterinary education at a South African university

442-470
- PDF

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

COVID-19 and the impact on basic and special education

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

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

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

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

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

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

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

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

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

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

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

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

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

COVID-19 and multicultural education in Brazil

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

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

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

COVID-19 and the impact on higher education

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

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

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

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

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

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

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

Addressing the wicked problem of feedback during the teaching practicum

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

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

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