Fragmented strivings: A scoping review of inclusivity and internationalisation in higher education policies and practices

Equality, diversity and inclusion (EDI) policy frameworks are enacted to establish and maintain equitable and fair conditions for marginalised students. However, marginalised students, specifically refugees and forced migrants, face multiple obstacles when entering higher education (HE). The ability to overcome many of these hindrances rests in the formation and implementation of inclusive policies and good practices at national and institutional levels. However, since little research has hitherto been conducted on how inclusivity informs HE internationalisation policies and practices globally, an attempt was made to explore this notion. A scoping review was conducted to discover how inclusivity informs internationalisation on a global scale regarding policies and practices, along with a specific focus on how inclusivity informs policies and practices for refugees. A total of 35 studies published between 2018 and 2023 were included in this review. The findings illustrate that the Global North still dominates the conversation with little collaboration across the socio-political divide. In addition, the literature shows that globally, very few countries have effectively adopted policies and practices in terms of inclusivity to accommodate displaced students within mainstream internationalisation. In addition, those countries that have adopted policies often present social and administrative challenges for refugees. Consequently, specific sub-areas of policies and practices needing inclusive reform were identified. Finally, articles that explore how institutions have altered their policies and practices to address inclusivity were reviewed. Results revealed an inconsistent approach to and application of inclusive policies and practices within internationalisation in HE. Research on mainstream internationalisation identified limited literature on policy and practice implementation to address the HE needs of forced migrants. Despite a call for inclusive education, policies and practices in HE remain largely theoretical. This article aims to provide a perspective on these issues by discussing the trends and challenges discovered in the literature and making recommendations to potentially address the transformation of contextual spaces for refugees in HE

Navigating educational challenges amidst civil unrest: An in-depth exploration of the impact on access in the north and south-west region of Cameroon

 Expanded educational opportunities symbolise the development of civil society and reflect the government’s commitment to the nation’s people. Unlike other parts of Africa, such as Sudan, which is known for its high level of civil unrest, Cameroon has traditionally experienced relative tranquillity. However, recent years have seen a surge in civil unrest, particularly in the North-West and South- West regions, profoundly affecting educational access. Through indepth interviews, this qualitative research investigates the intricate dynamics of how civil unrest significantly impacts educational access for students, teachers, parents and community leaders in conflict-affected regions. By employing a phenomenological inquiry design, the study aims to capture the lived experiences and understanding of 16 purposefully selected stakeholders across the community. Findings from the interviews highlight a disruption of normalcy in educational institutions, with schools frequently forced to close because of security concerns, impacting the quality of education. Challenges in Commuting to and from schools present challenges and fears of abduction. Also, the imposed ‘ghost town’ school disruptions on Mondays have led to irregular attendance. The socio-political context also influences curricular content, shaping the perspectives and values imparted to students. The study aimed to inform policy formulation and intervention strategies. The need for practical recommendations to mitigate the adverse effects of civil unrest and its effects on educational access in conflict-ridden regions of Cameroon was essential. By understanding how civil unrest affects education, this study contributes to the growing body of research on the impact of conflict, providing a nuanced perspective that considers the local context and amplifies the voices of those directly affected

Doctoral student attrition in Namibian higher education institutions: An analysis of implications and coping strategies

Doctoral student attrition poses a significant challenge in higher education, particularly in Namibia, where non-completion rates undermine academic progress, institutional goals and national development agendas. Through the lens of Tinto’s theory of student integration, this article examines the implications of doctoral attrition for individual students and the broader Namibian society, while exploring coping strategies employed by students to navigate academic challenges. Globally, research highlights a concerning trend, with nearly half of doctoral candidates across higher education systems failing to attain their degrees. This article adopts a qualitative approach grounded in an interpretivist framework to explore this phenomenon. Data collection involved semi-structured interviews with 23 doctoral candidates registered at two Namibian universities between 2013 and 2019. Thematic analysis revealed multiple consequences linked to prolonged doctoral study timelines or premature withdrawal, alongside resilience strategies participants utilised to mitigate academic and institutional barriers. Findings reveal that attrition detrimentally affects students’ career prospects, financial stability and psychological wellbeing, hindering national human capital development, innovation, and economic growth. Conversely, adaptive coping strategies such as peer support networks, mentorship, institutional resources and personal resilience emerged as critical enablers of persistence. The article contributes to global discourse on doctoral education while offering actionable recommendations to policymakers and universities aiming to foster student success and national advancement

Challenges faced by basic school teachers in implementing learner-centred pedagogies in Hohoe, Ghana

This study examined basic school teachers’ challenges in Hohoe, Ghana, when implementing learner-centred pedagogies.It investigated three pedagogical approaches: constructivism, collaborative, and inquiry-based. The study employed a concurrent triangulation research design. It involved 392 respondents, comprising 364 teachers and 28 headteachers. A census method was used to engage all 364 teachers, while a purposive sampling technique was employed to select the 28 headteachers. Data were gathered through questionnaires for the quantitative phase and focus group discussions for the qualitative phase. Quantitative data were analysed using mean and standard deviation, while qualitative data were subjected to content-thematic analysis. The findings revealed that basic school teachers in Hohoe encountered severalchallenges when using learner-centred pedagogical approaches. Specifically, the constructivist approach was difficult to implement due to resource constraints. The collaborative approach faced issues related to students’ unwillingness to work in groups and difficulties in teacher assessment. The inquiry-based approach was hindered by teacher unfamiliarity and lack of necessary resources

Understanding Grade 12 mathematics performance in a disadvantaged rural school through complexity theory

Despite socio-economic challenges, the study investigates the sustained performance in Grade 12 mathematics in a disadvantaged rural school in South Africa. It argues that no single factor can account for this success; a complex interplay of elements is at work. The research employs a qualitative case study approach, focusing on a quintile 1 (situated in a poor community) secondary school in the Free State Province. Data were collected through interviews as well as observations. Thematic analysis was applied to analyse the data. The study is framed within complexity theory, emphasising the non-linear and dynamic interactions among various factors. The interviews and observations reveal that factors such as experienced and well-qualified teachers, strong support from the Free State Department of Education, and adequate physical and curriculum-related resources contribute significantly to the school’s academic achievements, especially in mathematics. The study concludes that a holistic understanding of these interrelated factors is essential for maintaining educational performance

A hybrid ethical leadership model for township schools: Integrating classical, contemporary, and African leadership perspectives

Ethical leadership in education is essential for fostering fairness, integrity, and accountability. Principals face complex ethical dilemmas in South African township schools that extend beyond conventional school leadership due to limited resources, political interference, and community-based governance. Based on a qualitative integrative literature review and conceptual analysis, this study systematically examined peer-reviewed scholarship alongside seminal works to identify key ethical leadership dimensions. The process involved structured searching, screening, and thematic synthesis of relevant literature. The outcome is a hybrid ethical leadership model (HELM) that integrates classical theories (e.g., virtue ethics, moral person–moral manager), contemporary perspectives (e.g., transformational leadership, social learning theory), African ethical traditions (e.g., Ubuntu, relational ethics), and Bronfenbrenner’s socio-ecological systems theory. The model offers a context-sensitive, multi-layered framework for ethical decision-making that balances justice, care, role modelling, and governance, contributing theoretically and practically to leadership training and school governance in township contexts

From mourning mothers to revolutionary mothering

In this article, I critically engage with the literature on Black feminism to follow a notion of public motherhood that exceeds biological reproductive mothering in favour of looking at a conception of motherhood in cultural and linguistic terms, as a political symbol and a framework for thinking about women\u27s power. I oppose a strategic vision of motherhood to privilege the role mothers play at grassroots level. I go beyond the portrayal of Black mothers as victims and irrational subjects to discuss specifically how grief unleashes an activism to change unjust social relations. I foreground the futural dimension of motherhood, using Heidegger\u27s temporality based on care, Sorge. Revolutionary mothering is an act of care but also a political re-imagining that overcomes loss and pain by overhauling existing political and social configurations. I discuss mourning as a performative act, following James Baldwin\u27s call to remember the dead and contemplate loss in a public way

The selves of South African expatriate teachers influencing teacher leadership practices in Gulf schools

The scholarship on teacher leadership has witnessed significant growth over the past two decades, yielding a plethora of research highlighting this phenomenon’s complexities. However, a notable gap persists in the extant literature, namely, the nexus between teacher identity, the multifaceted selves of educators, and teacher leadership praxis. This study seeks to address this knowledge gap by exploring how the personal and professional lived experiences of South African expatriate teachers inform their teacher leadership practices in Gulf Cooperation Council (GCC) country schools. This study used a qualitative research design to use narrative inquiry as its methodological framework. A purposive sampling strategy was employed to select six South African expatriate teachers from GCC countries. Narrative vignettes, constructed from field texts generated through narrative interviews and photo-elicitation, were used to illustrate how personal and professional identities shape teacher leadership praxis. The findings of this study reveal that particular personal identities, such as being a compassionate mother, contribute to the development of nurturing teacher leadership practices. Conversely, professional identities, such as being a self-directed teacher-learner, influence teacher leadership practices about teacher development. This research underscores the significance of acknowledging and mobilising expatriate teacher leaders’ personal and professional experiences as assets to enhance teaching and learning

An economic history of the Land and Agricultural Bank of Southern Rhodesia, 1924-1963

This paper explores the economic history of the Land and Agricultural Bank of Southern Rhodesia from its establishment in 1924 to the end of the Federation of Rhodesia and Nyasaland in 1963. Drawing on a rich selection of archival material, including government correspondence, the bank’s annual reports, correspondence, constitutions and amendments, and newspapers, the paper demonstrates how the bank became a useful tool to promote settler hegemony in Southern Rhodesia. It achieved this by financing settler agriculture and any other demands from settler farmers and the settler community, ahead of the demands of African farmers and the broader African community, to ensure that white supremacy prevailed. The bank, therefore, became an instrument of colonial rule in the colony, ensuring that white farmers stayed on the land even during difficult times such as the Great Depression, the Second World War, the post-1947 drought period and throughout the Federal period, where it retained its focus on Southern Rhodesia’s white settlers. Throughout its entire existence, the bank operated on a racial basis, only advancing limited loans to a few African farmers in Native Purchase Areas after 1930 for political reasons

The Impact of Labour Decline on the Swazi Migrants and Their Families 1960s-1990s

TThis article examines the impact of labour decline on the lives of Swazi ex-mine workers and its overall bearing on their families and their communities. Current scholarship on labour migration predominantly focuses on workers, labour markets, or communities in receiving countries. While labour migration significantly impacts migrant’s well-being, this dimension has not received much scholarly attention. This paper addresses the impact of retrenchment, risks to occupational health, and compensation for injuries among Swazi ex-miners, given the hazardous nature of mining work. It explores the experiences of Swazi migrants who worked in South African mines during the 1960s and 1990s. The decline in migrant labour had serious repercussions in the country, more especially in the southern part of the Swazi region, an area that had always supplied more mine recruits than the other regions of the country. Using a snowball research design, the study investigated the experiences of exmine workers after retrenchment, particularly focusing on their lives and welfare in their home communities. The paper highlights the challenges faced by these ex-miners, including psychological and health risks and inadequate compensation for work-related injuries. It argues for increased attention to the well-being of migrant workers and improved policies to ensure their safety and fair compensation. By focusing on the narratives of Swazi ex-miners, this study contributes to a broader understanding of the impacts of labour migration and the need for better protection of migrant workers’ rights. These migrant workers have lost not only their income, but also the unpleasant experience of losing a job denied them their social roles as household heads. The article has shown how the changing economies of the mines and new policies, such as the internalisation of mine labour by the South African government, led to massive retrenchment, which created a new set of problems for the Swazi ex-miners, such as integration and assimilation in their communities and household