Journal of Culture and Values in Education (JCVE)
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Unpacking Gender Inequality in Education: A Theoretical Exploration
Full text linkThis paper examines gender inequality in education in Ekiti State, Nigeria, using feminist and critical theories as frameworks. Gender inequality, driven by societal norms and power dynamics, appears in areas such as access, curriculum bias, and socio-cultural expectations. The study identifies key causes, measures, and impacts of this disparity on individuals and communities through a literature review and theoretical analysis. Feminist theory highlights patriarchal structures, gender socialization, and cultural norms, while critical theory examines institutional processes and power dynamics. Both theories stress the need for policy reforms, challenging norms, and promoting inclusivity to address gender disparities. The analysis underscores the complex interplay of institutional, cultural, and socioeconomic factors, necessitating comprehensive interventions. Despite challenges like limited resources and entrenched beliefs, collaboration among policymakers, educators, and communities is essential. Integrating feminist and critical perspectives can foster equitable learning environments, essential for social justice, community prosperity, and sustainable development
Living on the Margins: A University Student’s Narratives of Social Isolation
Full text linkIn an increasingly globalized world, universities have become more diverse, contributing to the challenge of students experiencing a sense of belonging. Students not acknowledged for who they are may feel rejected, isolated, and lonely. Furthermore, the struggle to fit in becomes even greater if students experience rejection and social exclusion before joining higher education. With limited social capital, minority students withdraw and become disengaged. This longitudinal study uses a narrative approach to explore the social isolation experiences of a white, Afrikaans-speaking male student on a diverse university campus in South Africa. Data were generated over four years using reflexive exercises and semi-structured interviews. Drawing on Erikson’s psychosocial theory and Tajfel and Turner's social identity theory, the participant’s experiences of social isolation were analyzed. The finding revealed continuous rejection leads to social isolation and a life on the margins
Integrating Environmental Ethics in Teaching and Learning Through the Use of Ubuntu Principles: Review of Literature
Full text linkConversations about integrating environmental ethics into the school curriculum have recently gained attention. Scholars and stakeholders have advocated for the inclusion of ecological ethics to foster an understanding of moral values and cultivate a sustainable relationship between humans and the environment. This need has become particularly urgent in light of the global environmental crisis, affecting countries like South Africa. The purpose of this paper is to review articles published between 2011 and 2023 that examine the extent to which ecological ethics education, incorporating Ubuntu values, has been integrated into the curriculum. The majority of the 27 articles selected for this study are from Scopus-indexed journals and adhere to the PRISMA model. A qualitative research design was employed. Findings from the study indicate that teachers struggle to integrate environmental ethics, rooted in Ubuntu values, into their teaching due to a lack of appropriate knowledge areas that cultivate empathy in textbooks. Integrating Ubuntu values with environmental ethics has the potential to foster a positive relationship between humans and the environment. The study concludes that certain strategies, such as virtual reality experiences, can enhance students' understanding of Ubuntu and the ethical dimensions of humanness and communalism. Additionally, the study suggests that using Ubuntu philosophy to integrate environmental ethics into the classroom may contribute to the decolonization of education in Africa
Lifelong Learning among Students in the Context of COVID-19: A Case Study of the SADC Region
Full text linkCOVID-19 has disrupted the process of teaching and learning across the globe, posing significant challenges to educational institutions worldwide. Some universities in the Southern African Development Community (SADC) region faced difficulties in transitioning to online learning, which adversely affected students' academic progress. The pandemic intensified the existing inequalities in the SADC region, further marginalising students from disadvantaged backgrounds and impeding their access to quality education. However, despite the adverse effects of COVID-19 on traditional contact-based learning, students managed to acquire a new set of skills necessary for navigating the digital age. Moreover, the pandemic presented opportunities for students in the SADC region to develop essential skills for participation in the mainstream economy. This study examines how COVID-19 disrupted students' academic development, and the lessons that students learnt during the pandemic in the SADC countries, with a special focus on South Africa and Zimbabwe. The study concludes by highlighting the interventions adopted by higher education institutions in the SADC region to support students in the context of COVID-19. Methodologically, this study employed secondary data analysis, including policies and existing literature. The findings reveal that students learnt new and innovative ways of studying during the pandemic. This study is underpinned by the self-directed learning theory, which emphasises the importance of self-reliance among students. An important recommendation concerns implementing policies within SADC to promote lifelong learning among students, both during and after COVID-19. In addition, the study proposes that higher education institutions establish tech-innovation hubs on campuses, where students can interact and acquire new skills needed in the digital age
Multilingual Students’ Solution Strategies in Solving Linear Programming Problems: A Case of National Curriculum Vocational Level 3 Mathematics Students
Full text linkThis paper presents an exploratory case study that investigates multilingual students' solution strategies for linear programming problems at a technical vocational education and training (TVET) college in Gauteng. South Africa, like many developing nations, uses English as the language of instruction in technical vocational education and training in TVET colleges, despite the fact that many students lack the essential fluency to interact effectively with the curriculum. Where TVET lecturers and students speak the same home language, there is a disconnect between language policy and codeswitching, which is a frequent approach for achieving pedagogical goals. However, lecturers' training in multilingual realms in the classroom has frequently been framed in terms of linguistic issues, with a limited understanding of code-switching. The ability to combine two languages in the classroom in a systematic manner to promote learning has not been widely appreciated. Furthermore, codeswitching discourses are frequently veiled, with lecturers bringing the vernacular into the classroom. The authors of this study advocate for the discontinuity framework, which claims that in order to learn mathematics, pupils must first acquire the essential language. A purposive sample of 18 National Certificate (Vocational) Level 3 bilingual students was given the linear programming challenge. Data were gathered through a test and semi-structured interviews. The inductive content analysis, which was used for collection and analysis, revealed that students were unable to complete the linear programming task successfully because to a lack of relevant linear programming vocabulary (register) caused by language barriers. We thus recommend that lecturers use the mathematics register in their discussions with students about mathematics to demonstrate the complex and precise ways of expressing mathematical ideas; for example, lectures may re-voice their students' language representations so that these expressions more closely approximate the precision of the mathematics register
World, Do You Hear Me?: Reimagining Black Boys’ Voice in Early Childhood Education
Full text linkThis study interrogates the metanarrative surrounding Black boys in early childhood education and aims to endorse their role of participant-voice research in charting future scholarly endeavors. To do so, researchers are urged to be at the forefront of taking on this more comprehensive approach to understanding children’s meaning-making and actions. Applying the theoretical frameworks of critical childhood studies and praxis, underpinned by consequential research in education as the methodology, a reflective academic approach was initiated. This intellectual exercise prompts a shift from the pervasive “at-risk” label towards recognizing Black Boys as “at-resourced” – capable and valuable contributors to educational and social environments. This study contributes to a reimagined educational narrative, whereby the foregrounding of Black boys’ voices in early childhood education is valued and normalized.  
Remembering Lost Lives and Collective Healing from Trauma: Homicides, Incarceration, and Pain-Driven Advocacy in the Jane and Finch Community
Full text linkThis article serves as a vessel for knowledge mobilization and activism as research, intertwining remembrance of lost lives and communal healing by sharing collective pain amongst the authors and bolstering mutual support. Guided by personal encounters with violence including death, homicides, and incarceration, four authors comprising a teacher, social worker, and two community activists, unveil their 20-year+ advocacy journey in the Jane and Finch community in Toronto, Canada including their involvement with programs and services through the non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE). The pain and suffering are shared as symptoms of systemic trauma inflicted on the community and how the trauma is perpetuated through institutional neglect for racialized under-resourced communities. The conversations are examined through an intersectional and Critical Race Theory lens, centering life experiences associated with trauma and systemic violence. Lived experiences and emotions are shared as valuable data through duoethnography as a methodology, emphasizing how inspiration is harnessed from the pain and trauma to guide community advocacy. Effective coping and healing strategies are outlined from various vantage points. Overall, the article contributes to filling in the research gap by centering racialized personal narratives in the Canadian context, offering nuanced lessons for integrating research and activism, and showcasing tangible ways to support the needs of youth and families through community-oriented, trauma-informed approaches
Navigating Cross-Cultural Challenges: A Phenomenological Study on Strategies for International Faculty in Higher Education to Support Local Students
Full text linkDealing with local challenges and providing effective support for students as an international faculty member can be both challenging and rewarding. This phenomenological study delved into the intricate dynamics of cross-cultural encounters within higher education settings, focusing on the experiences of international faculty in supporting local students. Using semi-structured focus group meetings, the researchers explored how their lived experiences as full‐time international faculty working in institutions of higher learning in the United States could be applied in providing support for students. This process required intricate navigation to acquire some level of cultural understanding of the local culture and traditions and build relationships with native faculty, staff, and students. The study was based on firsthand experiences of how the authors, international scholars from various parts of the world, navigated through these hurdles to become effective educators. The researchers constructed generalizations, noting that the institutions whose policies include embracing cultural diversity, fostering inclusivity, and providing targeted support are better positioned to enable their international faculty members to address local challenges and empower students to succeed effectively
Unpacking the Nuances Behind One-Sided Gendered Violence: A Case Study of The King Sabata Dalindyebo Local Municipality, Eastern Cape, South Africa
Full text linkSouth Africa grapples with a pervasive GBV crisis evident in femicide, intimate partner violence, and sexual assault statistics. Gender-based violence is defined as the human-rights violation that occurs globally, in both developing and developed countries, irrespective of culture, socio-economic class or religion and it varies in frequency, forms and extent from country to country. While GBV has long been acknowledged as a pervasive issue impacting women in South Africa, recent research reveals a less recognised aspect men also experience significant abuse, often concealed by silence and stigma. In South Africa, a country with high rates of violence, this study explores the intricate interactions between cultural norms, societal expectations, and the frequency of gender-based violence against men. The Person-In-Environment theory was used in semi-structured interviews with 12 participants as part of the study's qualitative methodology. The study revealed that GBV against men is a significant yet often invisible problem. They further revealed how societal norms such as toxic masculinity, silence surrounding male vulnerability and cultural justifications contributed the occurrence and under-reporting of GBV against men as well as discouraged them from seeking help. Additionally, the findings shaded light on the specific barriers men encounter in accessing support services, highlighting the need for gender inclusive interventions
Improving Access to Traditional Foods Through Innovation: Enhancing Resilient Food Systems
Full text linkFood insecurity is a global concern. There is an upsurge in hunger hotspots due to several shocks and stress such as economic shocks, weather and climatic shocks as well as conflict and wars. This adverse situation necessitates the establishment of resilient food systems. The key to resilient food systems is access to traditional foods. Lately, the consumption of traditional foods has dropped as access to these foods has been decreasing. Therefore, this research investigates improving access to traditional foods through enhancing resilient food systems. Qualitative data gathered through semi-structured interviews from purposively selected participants showed that the structuring and utilisation of educational programmes on traditional foods can be an innovative solution that improves access to traditional foods. The use of online platforms to promote, avail and connect people to traditional foods can also enhance access. The study recommends the utilization of educational programmes that promote access to online platforms that are inexpensive for accessing traditional foods, exclusive or traditional foods convenient or corner stores and specialization in production, supply and distribution.