• An Ethiopian “renaissance” queen? Mentewab as protector of arts and patron of iconography 

  Steyn, Raita (Africa Journals, 2024-03)

  In Ethiopia, the period from the late 16th and 17th Centuries has caused a controversy because some consider this period as Ethiopia’s recovery from religious, civil conflicts as well as sectarian discord, while others ...
• From a glorious reparation to a wretched adventure : the Second Italo-Ethiopian War in Italian history textbooks (1936-2020) 

  Bentrovato, Denise; Bentrovato, Silvia (Routledge, 2025-02)

  Conducted against the backdrop of international debates on colonial and racist crimes, this study examines representations of the Second Italo-Ethiopian War in Italian secondary school history textbooks from the fascist ...
• Challenges in physical education instruction through the insights of life orientation teachers from secondary schools in the Tshwane Districts of Gauteng 

  Williams, Kim-Tamsin (University of Montenegro, 2025-01)

  This study explored the challenges that life orientation teachers face in selected Tshwane secondary schools when interpreting and teaching physical education. With a specific focus on establishing if appointed teachers ...
• Integrating information technology in visual arts education in Ghana : knowledge, concepts and attitudes of teachers 

  Bonney, Joseph; Steyn, Raita (University of Venda, 2024-10)

  Visual Arts (VA) studies traditionally promote creative and critical thinking and have always been open to innovative thinking. Despite the innovative potential of technology and the pedagogical benefits of Information ...
• Visiting the musicking space in-between music education and community music : the place where music-kings and queens hold sway 

  Oellermann, Esmarie; De Villiers, Ronel (University of the Free State, 2024-12)

  Music-kings and -queens are musicians who facilitate experiences in spaces where community music (CM) and music education (MusEd) make music. These musicians lead and facilitate musicking to enrich people’s music, social ...
• Social justice in community music and music education : praxial musicking 

  De Villiers, Ronel; Oerllermann, Esmari (University of KwaZulu-Natal, 2024)

  In community music and music education, there is a notable resurgence in the commitment to advance social justice. This focus underscores the importance of making music accessible to all and, thus, ensuring inclusivity. ...
• Exploring breathwork concepts vis-a-vis the South African life skills curriculum and assessment policy statement 

  Potgieter, Gert; De Villiers, Ronel (University of KwaZulu-Natal, 2024)

  In this study, we address a gap in existing literature by proposing the Singing Education Breathwork Quotient (SingEdBWQ), a framework aimed at enhancing the articulation of breathwork in South Africa’s Life Skills curriculum. ...
• Constitution and negotiation of rural students’ identities at an urban South African university 

  Siqoko, Kolisa; Vandeyar, Saloshna (African Minds, 2024-12)

  Utilising a social constructivist lens, this study explores how students from rural areas constitute and negotiate their identities in the context of an urban South African university. Much of the research on rurality ...
• Philippine and South African experiences on folk literature research : relevance, gains, and challenges 

  Makgabo, Connie; Quintero, Genevieve J. (Universitas Pendidikan Mandalika, 2024-04)

  Folkloric studies have accelerated in the Philippines and South Africa because the Academe acknowledged the urgency to collect, preserve, and publish the oral traditions of indigenous communities. Oral traditions embody ...
• Ntlimbo wo dyondzisa hi ku katsakatsa tindzimi eka tigireyidi ta le hansi exikolweni xa ka Malamulele 

  Maluleke, Nkhensani (South African Association for Language Teaching, 2024-06)

  Phepha leri ri hlela pholisi ya tindzimi eAfrika Dzonga, ri kongomisa swinene eka timhaka ta tidyondzo ta ku hlaya eka Gireyidi ya 3. Ndzavisiso lowu wu vikiwaka eka phepha leri wu tirhisile maqhinga ya khwalithethivhi ...
• Ditlhohlo tseo di lebanego le barutwana ba Sepedi ba Mphato wa Seswai dikolo tsa go ikema tsa Tshwane 

  Makgabo, Connie; Makgobatlou, Keletso F. (South African Association for Language Teaching (SAALT), 2024-06)

  Lefapheng la thuto ya Dipolelo tša Aforika Borwa, kudu toropong ya Tshwane, bokgoni bja barutwana bja go ithuta dipolelo ke tlhobaboroko. Bontši bja barutwana ba Mphato wa Seswai dikolong tša go ikema tša Tshwane, ba ...
• Rethinking physical education teacher education in a South African higher education institution 

  Jones Couto, Cherese Farrah; Motlhaolwa, Leepile Cyril; Williams, K. (LAM Publications Ltd., 2024-03)

  This study explores the rethinking of physical education teacher education in a South African higher education institution. Using students’ reflections from a Physical Education (PE) practical module, valuable insights ...
• Paternal deprivation, father-hunger, and implications for social work : narratives of four schoolchildren from impoverished households in South Africa 

  Gaillard, Claire; Mpontshane, Nozipho (National Association of Social Workers (Zimbabwe), 2024)

  This paper reports on the findings of a qualitative study that probed factors affecting the everyday lives of children living in poverty. The research participants were purposively selected teenage children from the rural ...
• Newly qualified teachers and their preparedness as geography teachers in Zambia 

  Nakazwe, Matilda Kanyampa; Van der Merwe, Clinton David (Asociación Española de Geografía, 2024)

  The study aimed to explore the geography teachers’ engagement with the geography content during their undergraduate teacher preparation at the University of Zambia and upon employment in secondary schools. The researcher ...
• Doing critical disciplinary literacies in teacher education : a pedagogical framework 

  Govender, Navan; Salehjee, Saima; Van der Merwe, Clinton David (AOSIS, 2024-06)

  BACKGROUND: This article explores the possibilities for conceptualising and doing critical disciplinary literacies (CDL) in (teacher) education. AIM: By revisiting and adapting Luke and Freebody’s four resources model, ...
• Dual career experiences of South African Olympic athletes 

  Van Zyl, Louis Jacobus (Common Ground Research Networks, 2024-02)

  The National Sport and Recreation Plan in South Africa has designated twenty-three universities as hubs for Olympic student-athletes in the advanced stages of long-term athlete development. In the contemporary world of ...
• Dual sport career experiences of student-athletes studying in South Africa and the USA 

  Van Zyl, Louis Jacobus (AOSIS, 2024-02)

  BACKGROUND : Institutions of higher education are hubs for student-athletes pursuing dual careers, in sports and higher education. The concepts of dual careers, transition models and support systems for student sports ...
• Fostering national inclusion in South Africa through social movements : the role of visual arts education practices 

  Steyn, Raita; Kleinhans, Sonel (Ontario International Development Agency, 2024)

  : This study examines the development of a collective historical memory and the relevant obstacles that hinder harmonious symbiosis in the socio-culturally and economically heterogeneous South African society through ...
• ‘NAOUIEDCT’ and ‘RCSSEOEUR’ : harmonising complexity in the South African landscape of music literacy education in secondary schools 

  Jansen van Rensburg, Ronella; De Villiers, Ronel (Cambridge University Press, 2025)

  This article explores the multifaceted landscape of music literacy education in South African secondary schools through an anagrammatic lens. Music literacy education is symbolised by the anagrams ‘NAOUIEDCT’ and ‘RCSSEOEUR’, ...
• South African teachers' insights on improving the Sensory Classroom Teacher Questionnaire (SCTQ) for inclusive education and ADHD support 

  Du Preez, Hannelie (MDPI, 2024-09-09)

  The Sensory Classroom Teacher Questionnaire (SCTQ) is a psycho-educational tool designed to empower teachers in creating sensory-rich, inclusive environments that promote diversity, equity, accessibility, and inclusivity ...

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