Multilingual integrated pedagogical model for enhancing mathematical literacy in South Africa

This 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

Decolonising pedagogy: A critical engagement with debates in the university in South Africa

In 2015 universities around South Africa ground to a standstill while students called first for the fall of Rhodes and then for the fall of fees. For educational theorists such as Vygotsky (1986) it is in moments of crisis that contradictions within a system become visible, forcing change in the system. For Roy (2020) crises are portals, through which we travel and effect change. Change, of course, can be progressive in the sense that one moves forward to overcome a cris, but it can also be regressive. With the call for fees to fall, students went further and articulated a need to change the current curricula in the academy to reflect previously marginalised voices; a call, they announced, to decolonise university-based knowledge. What exactly is meant by the term, decolonisation, is not immediately clear. For some, such as Long (2018) this is merely a hollow signifier while for others, it represents an erasure of some, even all, Western thought. In this paper, I do not discuss decolonising education in the broader sense, but rather, focus my gaze on what it can mean to decolonise pedagogy. What does an inclusive, transformative pedagogy look like in South Africa? Can the work of South American pedagogical giants such as Freire cast light on how South African pedagogy should unfold in a time when colonialism and its sister capitalism seem to be teetering on the edge of an abyss? To develop my argument about a decolonial, inclusive pedagogy, I begin the paper by articulating what I understand pedagogy to be before moving on to develop an argument about what a decolonial pedagogy could look like. I draw on the work of Vygotsky, Freire, and Derrida to articulate a pedagogy capable of inclusion

Spatial Distribution and Patronage of recreational Facilities in University of Ilorin, Nigeria

The paper examined the spatial distribution and patronage pattern of recreational facilities in the University of Ilorin (UNILORIN). The study used primary data, which were obtained through a structured questionnaire administered randomly to the selected academic and non-teaching staff of UNILORIN. Geo-spatial data on the locations of the recreational facilities were collected and analyzed with the use of Global Positioning System (GPS) and Nearest Neighbour Analysis respectively. Pearson’s Product Moment Correlation Analysis was employed to examine the relationship between residence and patronage of recreational facilities at 5% level of significance. With an Rn value of 1.47 (p=0.000378), the distribution of recreational facilities in UNILORIN was dispersed. The paper also observed that, there was no significant relationship between staff place of residence and their patronage of recreational facilities (r = 0.05, p value = 0.474). The study established that health benefits and pleasure with Enhancing Factor Index of 2.58 and 2.46 respectively, were the major enhancing factors of recreational facilities patronage. The paper concluded that locations of recreational facilities are far from each other and by implication the distribution is nor regular. The paper therefore recommended that future recreational facilities should be evenly distributed so as to foster more patronage by staff members of University of Ilorin

African Indigenous education in the postcolonial period: A critical reflection

This article examines African indigenous education in the pre-colonial period, focusing on its key elements, characteristics, and educational significance within the broader context of the decolonial education discourse. By delving into primary forms and practices of indigenous African education, we aim to shed light on how these systems contribute to understanding the educational landscape and the challenges faced in the wake of colonialism. Additionally, we explore the transformative role played by indigenous education in Africa in addressing the hegemonic influence of western education during the post-colonial era. Drawing on existing literature and critical analysis, we critically reflect on the nature of a decolonial turn in African indigenous education. Through this examination, we aim to contribute to the ongoing discourse on decolonizing education and provide insights into the potential benefits of embracing indigenous knowledge systems in contemporary African societies by recognizing the importance of valuing diverse knowledge systems in fostering inclusive and relevant educational practices

The contribution of the South African Education Research Association to strengthening education research in South Africa

The South African Education Research Association (SAERA) was established a decade ago to provide a national home for all education researchers and scholars and a forum where the interests of South African education would be critically engaged with for the public good. Its central aim is to contribute to the intellectual and scholarly field of education research in South Africa. Using documentary analysis of primary sources and interviews with past SAERA Presidents, we outline the process of establishing this new national research association as well as the strategies undertaken to realise its goals. These strategies include the Journal of Education, annual conferences, Special Interest Groups and early career researcher support. We critically analyse these strategies in order to identify their successes and challenges to date and discuss some future considerations for the association

Spatial Consumption Patterns in South African Coastal Cities

Urban landscapes constantly evolve, reflecting the complex interplay between anthropogenic activities and the natural environment. Land use and land cover (LULC) changes are critical indicators of urban dynamics, environmental sustainability, and socio-economic development. Understanding these indicators and dynamics is essential for fostering sustainable urban development in rapidly growing cities. This study conducts a comparative analysis of LULC changes in two major coastal cities of South Africa: Cape Town and Durban. These cities, characterized by distinct geographical, climatic, and socio-economic contexts, have undergone significant transformations since the end of apartheid in 1994. By employing advanced remote sensing techniques and geographic information systems (GIS), this research analyzes satellite imagery over a 30-year period to track changes in urban built-up areas, vegetation, water bodies, and bare land. The study reveals notable differences in urban expansion patterns, driven by factors such as population growth, economic development, and policy changes. Cape Town with its unique biodiversity and conservation efforts, faces challenges in balancing urban growth and environmental protection. Durban on the otherhand, deals with rapid informal settlement growth and integration of peri-urban areas. Additionally, both cities are impacted by climate change, influencing land use decisions and urban planning strategies. The findings underscore the legacy of apartheid spatial planning, which continues to shape urban form and land use patterns, resulting in persistent spatial disparities. The comparative analysis highlights the effectiveness of post-apartheid spatial transformation policies and offers insights into urban sustainability strategies. The study provides a comprehensive understanding of the drivers of LULC changes in these coastal cities, by integrating socio-economic data and policy analysis. The results aim to inform urban planners, policymakers, and researchers, contributing to the broader discourse on sustainable urban development in rapidly urbanizing regions

Experiencing education as misrecognised “Coloured” women in South Africa

Much has been written about the oppression suffered by marginalised groups in South Africa. From the literature, we can gain some sense of what it means to be relegated to racial boxes. We can also theorise about the harms of racism and their lasting effects on individuals and society. However, what does it mean for the individual to carry a label when they neither understand it nor want it? How do individuals internalise the prescribed assignments of racial identities? Through this article, we take you into the lives of six women labelled as ‘coloured’. We share stories of their determination to excel from when they were at school in apartheid to higher education post-apartheid. While poignant and brave, their stories expose the rawness of being seen as a colour before being seen as a human. In making sense of their stories, we turn to conceptions of misrecognition to reshape identities without the baggage of racism

Residential Gated Communities Implication for KwaDukuza Municipality KwaZulu Natal South Africa

This paper explored the implications of residential gated communities in KwaDukuza municipality. Qualitative research method was adopted to respond to the objectives of the study. Findings revealed that these communities contribute to social and spatial segregation, hindering integrated development efforts and contradicting the principles of the Spatial Planning and Land Use Management Act (SPLUMA), which aims to address apartheid-era inequalities. The studyalso noted potential negative effects on environmental sustainability. Despite these issues, homeowner associations have improved local services like security and waste management, benefiting the community. Factors driving the growth of gated communities include security, quality services, and social status. However, they pose challenges for local authorities by obstructing the municipality’s spatial vision outlined in the Spatial Development Framework andIntegrated Development Plan. Therefore, establishing a regulatory framework for gated community development is recommended to prevent further segregation and manage their expansion

The becoming of a Curriculum Studies Special Interest Group: Reactive, interactive and intra-active complicated conversations

In this article we document the becoming of the Curriculum Studies SIG of the South African Education Research Association (SAERA). We outline the SIG’s activities since inception and theorise the work of the SIG through thinking with the ideas of scholars. For us theory is not a noun but a verb, so we prefer speaking of theorising rather than theory.  We also use writing as a mode of inquiry rather than a mode of representation. Fidelities that sustained the work of the SIG, were not because of common histories, cultures and lived experiences but because of the ethical commitment  to engage in an ongoing manner with the worthiness of knowledge - a critical conversation about what is included/excluded in teaching and learning programmes (and why). We end the article by exploring how we might re/imagine the SIG as a relational entity/assemblage, a shift from viewing complicated conversations not as interactions but as intra-actions