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Theme 5: Transformation, innovation, digital technologies, and decolonial futures in teacher education

This theme explores education in societies striving to shake off their colonial legacies and chart a new post-colonial landscape. Papers grapple with a just educational future for historically marginalised groups and link with calls to decolonise education. Papers on this theme also grapple with the many challenges that teachers and learners face in dynamic and fast-changing physical and digital landscapes.

  • Dorimana, A., Uworwabayeho, A., & Nizeyimana, G. (2022). Mathematics Teachers’ Self-efficacy in Using Problem-based Learning for the Fourth Industrial Revolution. In B. Chirinda; L. Kakoma & A. Uworwabayeho (eds). Mathematics Education in Africa-The Fourth Industrial Revolution (pp. 115-130). Springer Nature. 
  • Maringe, F., & Osman, R. (2022). Decolonization of higher education in South Africa: Opportunities and challenges. In M, Priyam, (Ed.), Reclaiming Public Universities: Comparative Reflections for Reforms. Routledge. 
  • Venkat, H., & Graven, M. (2022). Bringing the Mental Starters Assessment Project to scale in Foundation Phase: A building your timber approach. In N. Spaull & S. Taylor (Eds.), Early grade reading and mathematics interventions (pp. 229-244). Oxford University Press . 
  • Maringe, F., Ndofirepi, A., & Osman, R. (2021). Clash of ideologies in post-colonial education systems: Convergences and divergences. In F, Maringe (Ed.), Higher education in the melting pot: Emerging discourses of the fourth industrial revolution and decolonisation, AOSIS. 
  • Venkat, H., & Askew, M. (2021). Development in South African primary mathematics teacher educators’ work with in-service teachers. International Journal of Science and Mathematics Education, 19, 39-58..
  • Batra, P. (2020).  Echoes of ‘coloniality' in the episteme of Indian educational reforms. On Education. Journal for Research and Debate, 3(7), 1-9. 
  • Christie, P. (2020). Decolonising schools in South Africa: The impossible dream?. Routledge. 
  • Christie, P. (2020).  The long reach of coloniality: Setting the scene from a marginal place. In P. Christie (Ed.), Decolonising Schools in South Africa (pp. 1-17). Taylor & Francis. 
  • Mukingambeho, D., Nzahabwanayo, S., Nzabarirwa, W., & Nizeyimana, G. (2019). ). Levels of study skills among undergraduate students in Rwanda: the case for the national police college. Interchange50, 221-247.
  • Osman, R., & Maringe, F. (2019). Transformation in Higher Education in South Africa: Towards the Decolonization of South African Higher Education. In G. Nublet (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press.
  • Wright, E., & Osman, R. (2018). What is critical for transforming higher education? The transformative potential of the pedagogical framework of phenomenography and variation theory of learning for higher education. Journal of Human Behavior in Social Environment, 28 (3), 257–270. 
  • Walton, E. (2015). Dismantling the empire of educational exclusion. In E. Walton & S. Moonsamy (Eds.), Making education inclusive (pp.10–27). Cambridge Scholars Publishing. 
  • Walton, E. (2015). Working towards education for all in Gauteng. In F. Maringe & M. Prew (Eds.), Twenty years of education transformation in Gauteng 1994 to 2014: An Independent Review (pp. 210–217). African Minds for the Gauteng Department of Education. 
  • Venkat, H., & Osman, R. (2014). Research-led teacher education: New tasks and challenges, Education as Change, 18: Sup1, S1-S4. 
  • Uwitonze, D., & Nizeyimana, G. Effects of Virtual Laboratories on Students’ Conceptual Understanding of Biology in Selected Secondary Schools of Rwamagana District, Rwanda.