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Staff Profile

Associate Professor Jill Bradbury

Position ASSOCIATE PROFESSOR
QualificationsBA, BAHons, PhD
Phone 0117174515
Email Jill.Bradbury@wits.ac.za
Organisational Unit Psychology

  • Learning and change
  • Narrative theory
  • Vygotskian socio-historical theory
  • Identity and subjectivity: 'race', nationality, language, gender
  • Education (particularly higher education) and transformation
  • Childhood and Youth
  • Qualitative methodologies

J ill Bradbury is Associate Professor of Psychology, and Chair of the School of Human and Community Development Graduate Studies Committee.

Senior Undergraduate courses in Vygotskian sociohistorical theory, Child and Youth development; critical social psychology. Postgraduate courses in Narratives of Youth Identities, Theories of Diversity Literacy; A psychology of Childhood; Learning and Change.

Publications

  1. Bradbury, J. (2014) Coming Out Within, PINS, 46, pp. 5 – 8.
  2. Haley, J. & Bradbury, J. (2014) Child-headed households under watchful adult eyes: Support or surveillance?  Childhood published online 4 September 2014DOI: 10.1177/0907568214548282
  3. Bradbury, J. (2012) Narrative Possibilities of the Past for the Future. Peace and Conflict: Journal of Peace Psychology, pp. 341-350.
  4. Bradbury, J. & Clark, J. (2012) Echoes of the past in imaginings of the future: The problems and possibilities of working with young people in contemporary South Africa, Global studies of Childhood, pp.  176 – 189.
  5. Bradbury, J. & Kiguwa, P. (2012) Thinking Women’s Worlds. Feminist Africa, pp. 28 – 47.
  6. Frankish, T. & Bradbury, J. (2012) Telling Stories for the Next Generation: Trauma and Nostalgia. Peace and Conflict: Journal of Peace Psychology, pp. 294-306.
  7. Bradbury, J. & Miller, R. (2011) A Failure by any other name: the phenomenon of underpreparedness, South African Journal of Science, 107 (3/4), pp. 1 - 8.
  8. Bradbury, J. & Ndlovu, S. (2011) Dangerous Liaisons: Ties that Bind and Lines that Divide. PINS (Psychology & Society), pp. 3-20.
  9. Bradbury, J. & Miller, R. (2010) Narrative possibilities: theorizing identity in a context of practice. Theory and Psychology, pp. 687 – 702.
  10. Bradbury, J. & Clark, J. (2009). The millennium development goalposts: researching the score on and off the field Journal of Health Management 11(2),  pp. 391 – 404.
  11. Bradbury, J. Miller, R., Accutt, K. & Lemon, G. (2005). The challenge of diversity: participation rates in a flexible learner support programme. Alternation, 12(2), pp. 245 – 259.
  12. Miller, R. & Bradbury, J. (1999). Academic performance of first and second language students: Selection criteria. South African Journal of Science 95, pp. 30-34
  13. Miller, R., Bradbury, J. & Acutt , K. (2001). Academic performance of first and second language students: a retrospective appraisal. South African Journal of Higher Education 15(1), pp. 147 – 153.
  14. Miller, R. & Bradbury, J. and Lemmon, G. (2000). Justifying means with ends: assessment and academic performance. South African Journal of Higher Education 14 (1), pp. 166-173.
  15. Miller, R. Bradbury, J. &  Dayaram, P. (1999). The half-life of semester-long learning. South African Journal of Higher Education 13 (3), pp. 149-154.
  16. Bradbury J. (1998). Essential Psychology? A Critical Review of the Longman Introductory Psychology series edited by Bryant P.E. & Coleman A.M. (1995). Psychology in Society (PINS) 23, pp.  78 – 81.
  17. Bradbury, J. & Zingel (1998). Learning through peer interaction in a multi-cultural primary school classroom. South African Journal of Education 18(4), pp. 231 – 240.
  18. Miller, R., Bradbury, J. and Pedley, K. (1998). Academic performance of first and second language students: disadvantage and under-preparedness. South African Journal of Science 94: 103-107.
  19. Bradbury, J. (1997). Cognitive Functioning in a Questioning Engagement with Textuality. Journal of Cognitive Education, 6(1), pp. 115 –125.
  20. Miller, R., Bradbury, J. and Wessels, S. L. (1997). Academic performance of first and second language students: Kinds of assessment. South African Journal of Higher Education 11(2): 70-79.

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