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UNESCO Chair in Teacher Education for Diversity & Development

The UNESCO Chair in Teacher Education for Diversity and Development aims to promote research, training and information gathering and dissemination in the field of teacher education.

It serves as a means of facilitating collaboration between high-level, internationally recognized researchers and teaching staff of the Wits School of Education and other institutions in Africa, India, Europe and Latin America.

The development objective of the Chair is to build a solid base for knowledge generation and exchange in teacher education to meet the contextual challenges of countries in the global South.

The work of the UNESCO Chair is conducted through a Chair Forum which is envisaged as an umbrella structure to bring together a network of expertise appropriate for guiding, supporting and promoting its research work. Members of this network are Professor Beatrice Avalos, Centre for Advance Research, Universidad de Chile, Professor Maureen Robinson, University of Stellenbosch, Professor Pam Christie, University of Cape Town, Dr Elina Wright, Oxford University, Dr Gabriel Niyezimane, Rwanda University, Dr Brian Shawa, University of Kwazulu Natal and Professor Poonam Batra, Delhi University. Professor Ruksana Osman, University of the Witwatersrand is the Convener of this Chair Forum. Additional members of the Chair Forum from the Wits School of Education at the University of the Witwatersrand are Professor Felix Maringe, Professor Elizabeth Walton, Dr Thabisile Nkambule, Dr Eunice Nyamupangedengu, Professor Lee Rusznayk, Dr Alfred Masinere, Dr Pete van Jaarsveld. 

Publications

Articles

 

Books

Sole authored, peer reviewed book

Edited book

  • Osman, R and Hornsby, DJ. (eds). (2017). Transforming Higher Education in a Global Context: Towards a Socially Just Pedagogy. Critical University Studies Series. Palgrave MacMillan Publishers.
  • Walton, E. & Moonsamy, S. (Eds.). (2015). Making education inclusive. Newcastle-Upon-Tyne: Cambridge Scholars Publishing.
    D, Hornsby, R, Osman & J, De Matos-Ala (2013). Large Class Pedagogy: Interdisciplinary Perspectives for Quality Higher Education. Sun Press: Higher Education Series.
  • R, Osman & N, Petersen.  (2013). Service learning in South African Higher Education: Studies in selected disciplines. Oxford University Press.
  • D, Hornsby, R, Osman & J, De Matos-Ala (2013). Large Class Pedagogy: Interdisciplinary Perspectives for Quality Higher Education. Sun Press: Higher Education Series.
  • R, Osman & N, Petersen.  (2013). Service learning in South African Higher Education: Studies in selected disciplines. Oxford University Press.
  • L, Conley, J de Beer, H, Dunbar, E du Plesis, S Gravett, L Lomofsky, V, Merckel, I, November, R, Osman, N Petersen, M, Robinson, M van de Merwe (2010).  Becoming a Teacher.  Heinemann.

Editorship of Special Issues

  • Walton, E; Bowman, B and Osman, R. (2015) South African Journal of Higher Education, 29 (1), Promoting Access to Higher Education in an unequal society.
  • Hornsby, D and Osman, R. (2014) Higher Education (2)  Massification and Large Class Pedagogy in Higher Education.
  • Venkat, H and Osman, R. (2014) Education as Change 18 (1) 2014 Research-Led Teacher Education in the Global South.

Chapters

  • Finn, R., Walton, E. & Osman, R. (2018). Assimilation and celebration? Discourses of difference in education and the development of critical diversity literacy. In E. Walton & R. Osman (Eds.). Teacher education for diversity: Conversations from the Global South (pp. 1 – 20). Milton Park: Routledge.Florian, L. & Walton, E. (2018). Inclusive pedagogy within the Southern African context. In P. Engelbrecht & L. Green (Eds.). Responding to the challenges of inclusive education in Southern Africa 2nd Edition(pp. 167 – 180). Pretoria: Van Schaik.
  • Huang, J. S. (2017). Diffusing Innovative Pedagogies in Schools in Singapore – Case studies on school leaders' diffusion approaches and their rationalizations. In Hung, D., Lee, S. S., Toh, Y., Wu, L. K., Jamaludin, A. (Eds.), Innovations in educational change - Cultivating ecologies for schools (pp. xx-xx). Singapore: Springer.
  • Osman R and Hornsby DJ (2017) Transforming Higher Education: Towards a Socially Just Pedagogy. In R Osman and DJ Hornsby (Eds). Transforming Higher Education in a Global Context: Towards a Socially Just Pedagogy. Critical University Studies Series. Palgrave MacMillan Publishers. pp. 1-14.
  • Shawa, L.B. (2017). Challenges of university governance in Malawi. In J. Ssempebwa, P. Neema-Abooki & J. Masaazi (Eds). Innovating university education - Issues in contemporary African in higher education: A book in honour of Makerere University’s 90years of excellence (pp. 127-138), Kampala: Fountain Publishers.
  • Walton, E. (2017). Inclusive education: A tame solution to a wicked problem? In D. Mahlo, N. Pasha and G. Dei (Eds.). Inclusive Education in African contexts: A critical reader (pp. 85—100). Rotterdam: Sense Publishers.
  • Walton, E. (2017). Inclusive education: A tame solution to a wicked problem? In D. Mahlo, N. Pasha and G. Dei (Eds.). Inclusive Education in African contexts: A critical reader (pp. 85—100). Rotterdam: Sense Publishers.
  • Maodzwa  Taruvinga, M. (2016). Critical Thinking Pedagogy and the Citizen Scholar in University Based Initial Teacher Education: The Promise of Twin Educational Ideals. In J. Arvanitakis & D. Hornsby (Eds.), Universities, the Citizen Scholar and the Future. New York: Palgrave Macmillian.
  • Walton, E. (2016). Developing PLCs for inclusive education: A university community engagement opportunity. In Brodie, K. & Borko, H. (Eds.). Professional Learning Communities in South Africa (pp.38—56). Cape Town: HSRC Press.
  • Maodzwa  Taruvinga, M. (2016). Critical Thinking Pedagogy and the Citizen Scholar in University Based Initial Teacher Education: The Promise of Twin Educational Ideals. In J. Arvanitakis & D. Hornsby (Eds.), Universities, the Citizen Scholar and the Future. New York: Palgrave Macmillian
  • Maringe, F. and Hans, De Wit (2016) Global Higher Education partnerships: Equity and Epistemic concerns with distribution and flows of intellectual capital in Andy Furlong and James Cote (Chief Editors) Handbook of the Sociology of Higher Education, forthcoming as Ch. 27.
  • Avalos, B. (2016). Learning From Research on Beginning Teachers In J. Loughran, & M.L. Hamilton (eds.), International Handbook of TeacherEducation, pp. 487-522. DOI 10.1007/978-981-10-0366-0_13.
  • Osman, R and Booth, S (2015) The Scholarship of Teaching and Learning for educational transformation: objects of learning in focus.  In S Booth and L Woollacott (Eds) The scholarship of teaching and learning in higher education: On its constitution and transformative potential.  Sun Press, Chapter 8, pp 155-167.
  • Walton, E. (2015). Dismantling the empire of educational exclusion. In E. Walton & S. Moonsamy (Eds). Making education inclusive (pp.10–27). Newcastle-Upon-Tyne: 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). Somerset West: African Minds for the Gauteng Department of Education.
  • Hornsby, D, Osman, R & De Matos-Ala, J (2013)  Large Classes, Student Learning and Quality Education.  In D, Hornsby, R, Osman & J, De Matos-Ala (Eds)  Large Class Pedagogy: Interdisciplinary Perspectives for Quality Higher Education. Sun Press: Higher Education Series, pp 161- 172.
  • Hornsby, D, Osman, R & De Matos-Ala, J (2013)  Quality Teaching Despite the odds.  In D, Hornsby, R, Osman & J, De Matos-Ala (Eds)  Large Class Pedagogy: Interdisciplinary Perspectives for Quality Higher Education. Sun Press: Higher Education Series, pp 7- 20.
  • Osman, R.  (2013)  Assessment of prior learning:  A South African perspective. In S, Laher and K Cockcroft (Eds)  Psychological Assessment in South Africa: Research and Applications.  Johannesburg, Wits University Press, pp  509- 515.
  • Petersen, N and Osman, R (2013) An Introduction to service learning in South Africa.  In R Osman and N Petersen (Eds) Service Learning in South African Higher Education:  Studies in selected disciplines.  Oxford University Press, Chapter 1.

 

Thesis

  • Nyamupangedengu E (2015). Teaching genetics to pre-service teachers: a teacher educator's approach to transformative practice through self-study-URL: http://hdl.handle.net/10539/19606

 

Upcoming Conference

Third Sysmposium on Teacher Education for Inclusive Teaching.

 

 

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