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Full text linkWe welcome the decision of the editors of this special issue (SI) of the Journal of Educationto publish one review in the form of a response alongside our article. We support transparent peer review, which is not new to the field of Curriculum Studies and was experimented with when the journal Transnational Curriculum Inquiry (TCI) was first introduced (see Gough 2004). When reviews are published alongside articles, both authors and reviewers are held accountable, it minimises unethical conduct, and eliminates the protection of incompetent reviewers (Le Grange, 2009). More recently, a process of semi-open review was experimented with in a SI of the South African Journal of Higher Education and the editors noted that a transparent and affirmative approach to peer review is attuned to posthumanism
The Percieved Effect of Rural Transportation on Agricultural Produce in Igbara-Oke, Nigeria
Full text linkThis study examines the perceived effects of rural transportation on agriculture produce in Igbara-Oke, Ifedore LocalGovernment area Ondo State Nigeria. Case study research design was adopted while both primary and secondary data were utilized. Using a purposive multi-stage sampling technique, the total populations of farmers (2,139) at Igbara-oke, was determined and a 15% sample size was taken. Questionnaire was administered to 337 respondents. Focus Group Discussion (FGD) were held across the study area. Both descriptive and inferential statistics were used to analyzed the data at p value ≤ 0.05, while the qualitative data were content analyzed. Based on the ranking of the effect of transportation on agriculture, spoilage of farm produce was the highest (25.4%). Chi-square revealed a significant difference between the scale of agricultural engagement and transportation accessibility to farm locations (0.258). Transportation had a significant negative effect on agricultural produce, therefore, there should be rehabilitation of more rural feeder roads from farmlands to the markets is recommended
Hearing the Voice of Women Working in Early Childhood Development Learning Environments in South Africa
Full text linkEarly childhood development (ECD) has the potential to change society. Researchers globally recognise the importance of early intervention on children’s overall well-being and development, impacting their personality and social behaviour. When developing policies to support early childhood development, some questions arise regarding the implementation’s practicality. The National Integrated Development Plan for Early Childhood Development in South Africa aims to transform ECD service delivery in South Africa to address critical gaps and ensure comprehensive, universally available, and equitable early childhood development services. Providing quality places for care and education for children between the ages of 0-7 years is emphasised as a critical component of the overall plan toward eradicating poverty. Research indicates that the lack of quality ECD learning environments is one of the critical challenges impacting negatively on achieving the intended transformation. This research paper explores the experiences of the principals and teachers of a selection of 8 ECD centres situated in Outerwest eThekwini. The research is conducted through a theoretical lens of spatial justice for ECD children and their teachers/carers in South Africa. The study is framed within the ecological systems theory developed by Bronfenbrenner, providing an understanding of the complexity of their context. The research design follows a constructivist approach of interviews and participation, enabling voice to a marginalised group within an interpretive/transformative paradigm. The research findings expose the multiple levels of inequality and the resilience of the women who serve the ECD sector in South Africa
Editorial: Exclusion, Vulnerability and Adaptation
Full text linkPeople, communities and nations are confronted with exclusion, vulnerability and adaptation. These are found across space and communities in different shades. They reflect the complexity of human societies and the imperfection of the various forces that define, shape and nurture human interactions. These phenomena are related (Nunes, 2021) and all have both vertical and horizontal dimensions. Their vertical dimension derives from their sectoral attribute in terms of economic, social and even political aspects while the horizontal dimension relates to their spatial manifestation. In addition, both exclusion and vulnerability are associated with similar causal factors of historical experiences (slave trade, colonialism, apartheid, postcolonial economic relations) and marginalising governance system including poor space and settlement governance. Exclusion, often called social exclusion (Sen, 2000) could also be an external effect of seemingly good public policy and action. Exclusion, in simple terms, means that some people, communities and spaces are outside the driving and or the active elements of the society. They lie at the margin (Estivill,2003) of the community driving forces. Marginality undermines capability. Hence, Sen (2000) opines that exclusion can be ‘constitutively a part of capability deprivation as well as instrumentally a cause of diverse capability failures’
Towards a phenomenology of the broken [South] African body as the site for research in education
Full text linkIn light of the pervasive influence that neoliberalism has on the country's higher education sector and subsequently its research agenda, we argue that a recalibration of education researchers' philosophical and theoretical lenses is warranted. The prevalent inclination towards Rene Descartes’ mind-body duality, which marginalizes the ‘body’ with its perceptual faculties, and its far reaching intelligentsia, is criticised. To this end, this paper advocates for a shift towards an ontological phenomenological paradigm that regards the research subject as a living, subjective, epistemic, embodied and experiential entity. This approach that centres on the search for understanding the structure of human consciousness emphasizes the intricate influence that the historical, cultural, and social forces have intrinsic to the African lived body. Accordingly, the paper argues that the African body, when conducting educational research, should be reframed as a vessel imbued with distinctive memories of various traumas of colonialism and apartheid, and the body’s resilience to regain its balance from such perturbations. From this perspective this paper animates the crucial need by researchers to embrace the African body to enrich education in South Africa by engaging with the profound complexities of the South African context
On becoming and being an A-rated researcher: Conversations with South African A-rated scholars in education
Full text linkBecoming and Being an A-rated Researcher in South Africa's Education Sector: Insights from A-rated Scholars
Abstract:
Located within the broader discourses on ratings of researchers affiliated to higher education institutions, this paper reveals insights into what and how one becomes an A-rated researcher. Drawing from a conversation held amongst three A-rated scholars in Education, facilitated through a webinar organised by the South African Education Research Association, the paper illuminates their entangled journeys, associations and affordances that contributed to them receiving an A-rating through a peer-reviewed rating system managed by the National Research Foundation. Affirmation, collaborations and generosity emerged as key features of their intra-actions within the spaces that they have and continue to occupy.  
Multilingual integrated pedagogical model for enhancing mathematical literacy in South Africa
Full text linkThis conceptual paper introduces a groundbreaking “Multilingual Integrated Pedagogical Model” designed to address the intricate challenges of teaching mathematical literacy in South Africa’s diverse linguistic context. Drawing from theories of multilingual education, cognitive development, and effective pedagogy, the model emphasises leveraging students’ linguistic diversity as a cognitive asset. It outlines a comprehensive approach encompassing curriculum design, dynamic instructional strategies, culturally relevant assessments, and targeted teacher training. By integrating students’ native languages and embracing their cultural backgrounds, the model aims to foster deeper engagement, improved comprehension, and enhanced mathematical literacy. This paper discusses the model’s theoretical foundations, development process, and potential benefits, envisioning its transformative impact on mathematical education in South Africa and offering insights into adaptability for similar multilingual settings globally. Through this innovative model, the aspiration is to bridge the gap between language diversity and effective mathematical communication, ultimately nurturing a generation of empowered learners
“Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship
Full text linkThe Self-Reflexive Methodologies Special Interest Group (SIG) of the South African Education Research Association (SAERA) has been active since 2014, with over 100 academics from more than 20 higher education institutions participating. The 10th Anniversary SAERA special issue of Journal of Education prompted an analysis of the SIG’s educational scholarship presented in five journal special issues that have served as platforms for SIG research over the years. This study presents a multilayered poetic analysis, combining pantoum poetry clusters, tanka poems, and a lantern poem. By revisiting and examining the special issues using increasingly concise poetic forms, the study highlights the contributions and variety of local and international scholarship arising from the explorations and conversations of the SIG since its inception. This wide-ranging scholarship addresses challenges in South African education, promotes educational development and justice, advances conceptual and theoretical understanding, and broadens research methodology
The quest for magnanimity: Tensions and paradoxes
Full text linkThis reflective piece stems from a critical review of, or rejoinder to, “The becoming of a Curriculum Studies Special Interest Group: Reactive, interactive and intra-active complicated conversations.” The original article could be characterised as tracing the evolution of the South African Education Research Association (SAERA) from the perspective of examining the shifting agendas and activities of the Curriculum Studies Special Interest Group (CSSIG
