Publications

 

COMBER Publications 2021

 

Esterhuizen, S., & Van Heerden, J. 2021. Play in the daily programme. (In Van Heerden, J & Veldsman, A. 2021 Re-imagining teaching and learning through play)

McAteer, M. & Wood, L. (2021). Moderating epistemic injustice in teaching: A case study of the role of teaching assistants. In C McNaught & S. Gravett, Embedding Social Justice in Teacher Education and Development in Africa, pp. 147-162. Abingdon, UK: Routledge.

Mathikithela, M. & Wood, L. (2021). Youth participatory action research as catalyst for health promotion in a rural South African school. Qualitative Research in Education,10(2), 144-171.

Wood, L. & McAteer, M. (2021). The affordances of PAR for a school-community partnership to enhance learner support in socio-economically challenged communities. Action Research. https://doi.org/10.1177/147675032110231

Schoonen, A., Wood, L. & Kruger, C. (2021). Learning to facilitate community-based research: Guidelines from a novice researcher. Educational Research for Social Change. 10(1): 1-16.

Wessels, E. & Wood, L., 2021 ‘A practice-based approach to teaching the screening, identification, assessment and support model in learner support’, in C.C. Wolhuter (ed.), Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring, pp. 127–159, AOSIS, Cape Town. https://doi.org/10.4102/aosis.2020.BK155.06.

Schoonen, A., Wood, L. & Kruger, C., 2021 ‘Building a vision for social justice praxis for teacher education through service-learning’, in C.C. Wolhuter (ed.), Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring, pp. 195–224, AOSIS, Cape Town. https://doi.org/10.4102/aosis.2020.BK155.08.

Oduaran, Akpovire, and Okechukwu Chukwudeh. 2021. Trap in the Closet: Intra-Ethnic Marriage and Intimate Partner Violence in Sub-Saharan Africa. Social Sciences 10: 31.

https://doi.org/10.3390/socsci10020031

Luiza de Sousa: Leal Filho, W., Price, E., Wall, T. et al. COVID-19: the impact of a global crisis on sustainable development teaching. Environ Dev Sustain 23, 1125711278 (2021). https://doi.org/10.1007/s10668-020-01107-z

Akpovire Oduaran: Oduaran A, Chukwudeh OS. Decolonizing Cultural Probes in Ethnographic Research: Perspective of African Scholars. Journal of Black Studies. June 2021. doi:10.1177/00219347211021092

Neethling, M., Greyling, S., Taylor, B. 2021. Integrating technology to support learners with barriers to learning in the rural classroom. www.igi-global.com

Koen, M.P. 2021. Sustainable future for early childhood: applying the African Ubuntu philosophy to contribute to the holistic development of young children. In Filho, W.L., Pretorius, R. & De Sousa, L. (Eds.), Sustainable development in Africa: Fostering sustainability in one of the world’s most promising continents. Springer: Cham

Neethling, M. 2021. Book chapter in the book: Warnich, P. (Ed.). Meaningful assessment for 21st century learning. Pretoria: Van Schaik.

Esterhuizen, S., & Van Heerden, J. 2021. Play in the daily programme. (In Van Heerden, J & Veldsman, A. 2021 Re-imagining teaching and learning through play)

Wood, L. (2020). Youth leading youth: a PALAR approach to enabling action for sustainable social change. Educational Action Research, 1-16.

Wood, L. (2020). The principles, possibilities and politics of community-based educational research. In Oxford Research Encyclopedia of Education.

Koen, M., Neethling, M., & Taylor, B. (2021). 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. Perspectives in Education, 39(1), 138-156.

Koen, M. (2021). Sustainable Future for Early Childhood: Applying the African Ubuntu Philosophy to Contribute to the Holistic Development of Young Children. Sustainable Development in Africa, 131-146.

Sousa, L. O. D., Hay, E. A., Raath, S. P., Fransman, A. A., & Richter, B. W. (2021). Shifting Gears: Lessons Learnt From Critical, Collaborative, Self-Reflection on Community-Based Research. Educational Research for Social Change, 10(1), 70-82.

Nel, C., Botha, C., & Marais, E. (2021). A COVID-19 Re-envisioned Teaching Practicum Curriculum. Research in Social Sciences and Technology, 6(2), 249-266.

Van der Vyver, C. (2021). Die waarde van persoonlike vertelling in Afrikaans Huistaal in die Nasionale Kurrikulum en Assesseringsbeleidsverklaring. Tydskrif vir Geesteswetenskappe, 61(3), 772-793.

Marais, E. (2021). A journey through digital storytelling during COVID-19 Students preparedness to use technology for learning in the language classroom. Research in Social Sciences and Technology, 6(2), 169-182.

Nel, C., Botha, C., & Marais, E. (2021). A COVID-19 Re-envisioned Teaching Practicum Curriculum. Research in Social Sciences and Technology, 6(2), 249-266.

Sousa, L. O. D., Hay, E. A., Raath, S. P., Fransman, A. A., & Richter, B. W. (2021). Shifting Gears: Lessons Learnt From Critical, Collaborative, Self-Reflection on Community-Based Research. Educational Research for Social Change, 10(1), 70-82.

de Sousa, L. O. (2021). Learning Experiences of a Participatory Approach to Educating for Sustainable Development in a South African Higher Education Institution Yielding Social Learning Indicators. Sustainability, 13(6), 3210.

Uys, M. J., Romylos, S., & Nel, C. (2021). Exposure to queer characters in Konigsberg’s Openly Straight through social messaging. Literator, 42(1), 9.

Grosser, M. M., Nel, M., Kloppers, M., & Esterhuizen, S. M. (2021). Teacher readiness towards nurturing advanced performance among all students: a pilot study. The Independent Journal of Teaching and Learning, 16(1), 76-95.

Makhalemele, T., & Nel, M. (2021). Investigating the effectiveness of institutional‐level support teams at full‐service schools in South Africa. Support for Learning.

Akpovire Oduaran: Oduaran A, Chukwudeh OS. Decolonizing Cultural Probes in Ethnographic Research: Perspective of African Scholars. Journal of Black Studies. June 2021. doi:10.1177/00219347211021092

Chukwudeh, O. S., & Oduaran, A. (2021). Liminality and Child Labour: Experiences of School Aged Working Children with Implications for Community Education in Africa. Social Sciences, 10(3), 93.