Now showing items 1-6 of 6
Developing leadership competencies for knowledge society : the relevance of action learning
(AOSIS OpenJournals, 2004-12)
Zuber-Skerritt and Perry (2002:177) posit that action learning and action research are appropriate and effective methods for developing a person’s managerial 'soft' skills, competencies and other attributes required by ...
Reflecting on a doctoral supervision : from scepticism to friendship
(UNISA Press, 2013)
In this article two colleagues are in conversation regarding doctoral supervision: The first author acted as a doctoral supervisor, while the collaborative author was a doctoral candidate during three years of study. The ...
A conceptual analysis of teacher education in South Africa in relation to the norms and standards for educators
(Stellenbosch : University of Stellenbosch, 2004-12)
ENGLISH ABSTRACT: Educators at schools are expected to implement education policy changes promulgated through policy frameworks by the Department of Education in South Africa. However, whether these teachers are equipped ...
Educational theory as rhythmic action : from Arendt to Agamben
Traditionally, educational theory has been couched as modes of human action through concepts such as poiesis and praxis. Inasmuch as poiesis and praxis have significantly shaped educational theory, we argue that such modes ...
Can MOOCs contribute towards enhancing disruptive pedagogic encounters in higher education
In this article, we argue that MOOCs (massive open online courses) have the potential to enhance disruptive pedagogic encounters in higher education, especially in relation to a philosophy of African education. In the first ...
Resistance and dissonance in higher education : on doing things differently
The historical inequalities and imbalances, so deeply embedded in the institutional structures and discourse of higher education, continue to haunt university spaces as these institutions continue to veer along the precipice ...