Journal of Culture and Values in Education (JCVE)
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Postcolonial Perspectives on Disability Management at South African Universities
Full text linkThe transformation of disability management in South Africa is significant in shaping access, participation, and success of those with disabilities, given the country’s political history of segregation and systemic inequalities. The imperative to decolonise disability management arises from recognising that current practices, including diagnosis, responses, identities and identifying students qualified for reasonable accommodations, are profoundly influenced by Western ideologies and frameworks. It is essential to approach disability management through a lens that prioritises cultural responsiveness, supports Indigenous languages, considers the intersectionalities of disability, and contextualises response programmes to suit the unique needs of students with disabilities. This perspective aligns with the calls for decolonisation in the higher education system in South Africa, where institutions are striving to dismantle colonial legacies, promote indigenous knowledge systems, and create a more inclusive and equitable educational environment for all students. This conceptual article problematises existing theories and models that frame disability management in higher education in South Africa. It provides perspectives on disability management in higher education, with a strong emphasis on the transformative role of postcolonial thinking in reshaping policies to be more inclusive and culturally sensitive, with the ultimate aim of enhancing the educational experiences and outcomes for students with disabilities
Supporting South African Parents of Children with Learning Difficulties: Psychological Strategies and Resources
Full text linkLearners in South Africa experience barriers to learning, including but not limited to dyslexia, dysgraphia, and dyscalculia. A school psychologist or educational psychologist usually diagnoses these learning difficulties if the child is at a public school, and the parents can afford to pay for the assessment if the child is at an independent school. These children may struggle to read, write, and spell in English, yet most learning support is in English. Parents of children with these learning difficulties may experience various challenges. The article utilized A narrative literature review, an extensive consolidation, and integration of existing research on a specific issue, providing an overview of significant discoveries and their interconnectedness. Therefore, the researcher has employed a narrative literature review to find and analyze the data. Findings revealed that a child’s learning difficulties can significantly affect their parents, often giving rise to increased levels of stress and anxiety, as well as reduced confidence in their capacity to support their children’s learning. However, a supportive community, which can include family, friends, and other parents of children with learning difficulties, can protect against risk factors and enhance the resilience of these parents. This support can come from emotional support, practical help, or sharing of experiences. Furthermore, psychoeducation of parents about different psychological difficulties, including their causes, symptoms, and suggested courses of treatment, has been found to reduce symptoms of depression in these parents
Mapping the Landscape of Critical Thinking Skills in Higher Education in the AI Era: A Bibliometric and Systematic Literature Review
Full text linkThe emergence of artificial intelligence (AI) has transformed higher education, creating new demands for the cultivation of critical thinking skills in academic settings. This study combines bibliometric mapping and a systematic literature review to explore the publication landscape and examine how critical thinking is conceptualized and developed in AI-integrated higher education. Metadata were retrieved from the Scopus database on December 24, 2024, yielding 90 documents, with 22 selected for full-text analysis. The study findings reveal several influential authors, relevant journal sources, affiliations, key themes central to current studies, and potential themes for future research. The systematic review reveals a fragmented research landscape with limited theoretical consistency in defining critical thinking. Some studies refer to established frameworks such as Bloom's revised Taxonomy and Paul and Elder's intellectual standards, while others use the term “critical thinking” without a clear conceptual foundation. The review identifies key challenges, including overreliance on AI, diminished reflective engagement, and ethical issues such as academic dishonesty and misinformation. However, AI also presents notable opportunities for supporting critical thinking through adaptive feedback, personalized learning, collaborative reasoning, and immersive simulations. Various pedagogical strategies are proposed, including AI-integrated assessments, scaffolded feedback, ethics instruction, and AI literacy training, which aim to strengthen both cognitive processes and intellectual dispositions. These findings underscore the importance of intentional pedagogical design and stronger theoretical integration to ensure that AI enhances rather than undermines critical thinking. This study offers actionable insights for educators, researchers, and policymakers seeking to leverage AI in ways that uphold the integrity and depth of human reasoning
Investigating the Factors Contributing to the Underrepresentation of Female Lecturers in STEM Disciplines at a TVET College
Full text linkSouth Africa has prioritized science and technology studies as key sectors for national economic growth. Despite the increasing importance of science, technology, engineering, and mathematics (STEM) education in today's world, gender disparities persist in these fields. This study aims to examine the underrepresentation of female lecturers in STEM fields at a technical and vocational education and training (TVET) college in South Africa. STEM education in TVET colleges has the potential to support innovation, productivity, and economic development, yet women remain underrepresented due to ingrained biases that deter them from pursuing STEM-related careers. The study employs a theoretical framework based on social cognitive theory and gender stereotype threat, examining how gender stereotypes affect perceptions of capability and impact career choices. An active case study research design was used, involving one-on-one interviews with male and female lecturers, followed by three focus group sessions with lecturers and female engineering students. The analysis shows that gender stereotypes are prevalent in this context, with participants indicating that these stereotypes and associated biases are ingrained from an early age, shaping career decisions. The study findings reveal that gender norms and systemic barriers continue to hinder women's success in academia within the TVET sector
Is Peter Your Real Name? An Autohistoria-Teoría Exploration of Self-Identity Conflict through Cultural Naming and Colonial
Full text linkThis study critically examines the enduring impact of colonialism on cultural and personal identity through the imposition of European names on the Kikuyu people of Kenya. Orchestrated by Christian missionaries and colonial administrators, this renaming served as a deliberate mechanism of cultural domination, severing vital connections between individuals and their ancestral, spiritual, and communal roots. In Kikuyu cosmology, names carry deep significance, linking individuals to lineage, memory, and land. The disruption of this system constituted a profound erasure of identity. In response, Kikuyu communities developed a dual naming practice: European names were adopted in colonial public domains, while indigenous names were preserved in private and familial contexts. This negotiation of identity under colonial rule illustrates both the psychological fragmentation imposed by colonial structures and the cultural resilience of the colonized. In the post-colonial era, the reclamation of traditional Kikuyu names has emerged as a powerful act of resistance and self-determination, even as European names continue to persist in contemporary Kenyan society, reflecting the lasting legacy of colonial power. Drawing on archival sources, missionary records, church registers, oral histories, and interviews, the study employed thematic analysis informed by postcolonial theoretical frameworks, including those of Foucault, Fanon, and Ngũgĩ wa Thiong’o. Cultural validity was maintained by grounding the analysis in indigenous epistemologies, while reliability was ensured through triangulation and thematic consistency across diverse data sources. The findings underscore naming as a critical site of cultural struggle, highlighting how acts of linguistic imposition and resistance shape collective memory, post-colonial identity, and the ongoing quest for cultural sovereignty in Africa
Effectiveness of a Values Education Program for Preschool Students: A Teacher-Based Evaluation Study
No full textThe purpose of this study is to investigate the effectiveness of the Preschool Values Education Program, which was developed in line with the values identified through a needs analysis and prepared in accordance with the Taba Curriculum Development Model. The effectiveness of the program was examined through pre-test, post-test, and retention test measurements, as well as teacher evaluations. The research was designed as a Case Study Based on Program Effects. The study group consisted of six preschool teachers working in a kindergarten and 110 preschool students in Kahramanmaraş, Türkiye. Data collection tools were the Value Acquisition Evaluation Form and interview forms. The interview data were analyzed using the Descriptive Analysis Technique, while data from the Value Acquisition Evaluation Form were analyzed with the Wilcoxon Signed-Rank Test and the Friedman Test. Findings indicated that teachers considered the Preschool Values Education Program both effective and lasting for students
Congested Lectures: A Case for Educational Quality
Full text linkThe intricacy and the rapport between overcrowded lecture halls and educational quality is considered a point of focus for this paper. As this paper examines how overcrowded lecture halls affect teaching and learning quality, the study aims to explicate the relationship between overcrowded lectures and the quality of education rendered thereof. Despite numerous studies conducted, little is noted in the literature on promoting class size reduction policies. Three purposefully nominated participants were interviewed as data informants to gather data. This identified cohort seemed the most relevant are university lecturers experiencing the glitches of congested lecture halls. The study findings indicate that overcapacity in lecture halls results in (i) lessened academic performance and (ii) narrowed student interaction. This paper recommends that there is an urgent need to foster an academic climate that is conducive to student success and gratification
Black African Students’ Social and Academic Identities in South African Universities Vis-à-Vis Student Drop Out: A Social Justice and Philosophical Perspective
Full text linkThis article examines the factors that influence the decisions of university students such as complexities of the application process, geographical location and financial constraints. It also explores the reasons behind student dropout which include inadequate secondary education, burnout, lack of social support, experiences of racism, poor academic performance and university culture. The literature review identifies a gap in research on Black African university students, particularly their integration into the university system. Poverty, alienation, financial difficulties, a lack of readiness, racial background, racist experiences, university culture, language problems, and a curriculum that reflects colonial legacies are some of the causes that lead to student dropout. By applying Tinto’s theoretical framework, the article provides insights into the challenges students face in South African universities. Tinto’s theory of student departure posits an intricate interaction between academic and social elements which influence student retention and persistence in higher education. Success for students depend on social integration, which includes developing deep connections with classmates, lecturers, and academic staff. Participating in coursework, creating productive study habits, and utilizing academic support networks are all components of academic integration. Research conducted in South Africa has brought attention to the difficulties Black African students encounter in academic settings, including bias, discrimination, and unfavorable experiences. According to our research, the subpar higher ecosystem has a disproportionately negative impact on young people and students from working-class homes, failing to appropriately prepare them for higher education spaces. Furthermore, the education system in South Africa is perceived as unfamiliar and alienating for Black African students entering historically White universities, thereby perpetuating social inequalities
Professional Development Needs for School Leaders: A Case of Lesotho Secondary School Principals
Full text linkSchool principals are expected to become exceptional leaders due to the rapid upsurge of transformations in the education system. Although they are regarded as agents of change, principals are not adequately equipped to handle the management roles. This qualitative study explored Lesotho secondary school principals’ perceptions of their professional development and the need to enhance leadership. This study used the constructivism paradigm as a lens and was underpinned by complexity leadership theory. A multiple case study was adopted, and data was generated from five secondary school principals in five schools using semi-structured interviews and purposive sampling. Thematic data analysis was used to analyse data. The findings revealed that principals need capacitation in the use of the latest technologies as well as the skills to manage school finances. The findings further revealed that principals need empowerment with conflict management and basic school leadership skills. This paper recommends structured capacity-building programs from the Ministry of Education and Training on different aspects of leadership and management of schools. This paper recommends that the Ministry of Education and Training continuously review school principals’ professional development needs to organise structured, regular and appropriate professional development programs to assist them in their leadership roles
Probing Beneath the Iceberg: An Exploration of Factors Attributed to Offenders’ School Dropout in South Africa
Full text linkThe high rate of offenders’ school dropout in South Africa and worldwide stresses the need for in-depth studies to explore its causes. While numerous studies highlight adult and juvenile offenders’ exorbitant formal school dropout rate, little has been done to probe beneath this ‘dropout iceberg.’ This paper sought to explore the factor(s) to which offenders’ formal school dropout rate can be attributed. From the interpretivist epistemological stance, qualitative data were collected through semi-structured interviews with five (5) purposively sampled adult offenders to address the question: What factors cause adult offenders’ formal school dropout in South African correctional centre facilities? Framed within the case study research design, the study inferred findings from the thematic approach toward data analysis. Huttler’s (2000) wellness model was used as the framework underpinning the study. Emanating from data collected were four prominent yet intertwined factors to which offender formal school dropout could be attributed, i.e., institutional hurdles to offenders’ formal school, language barrier as the demoralizing factor for offenders who are not competent in the instructional language, correctional officers’ attitudes towards education and unacceptable remarks towards offenders as well as prison situational factors. The researchers recommend using multilingual pedagogies, restructuring the draft transfer policy, and correctional officers’ workshops whose central focus is the importance of correctional education in the rehabilitation process