Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i3.5
Samantha Kriger, C. Walters, J. Jansen
During the data collection period, all South Africans, except essential workers, were by law required to shelter at home under "lockdown". [...]universities had to make a swift transition from face-to-face lectures to online teaching and learning. [...]of these cultural and gender norms, women are often required to be caregivers in the family. A primary feature of the Covid-19 pandemic is the complexity of the responses to the crisis, apparent in everything from the closure of all non-essential businesses, schools, and public universities to the need to socially distance and to get health care system the resources to combat the virus. [...]applying a complexity lens to the conditions that confront us promises to improve our understanding of the current Covid-19 pandemic. 5. Theoretical framework Complexity science is a set of interdisciplinary theories that has its origins in the biological and physical sciences, but which has now also moved into the social and management sciences (Marion & Uhl-Bien, 2001: 389).
在收集数据期间，除必要工作人员外，所有南非人都被法律要求在"封锁"下在家避难。[…大学不得不迅速从面对面授课转变为在线教学。[…在这些文化和性别规范中，妇女往往被要求在家庭中照顾他人。2019冠状病毒病大流行的一个主要特征是应对危机的复杂性，从关闭所有非必要的企业、学校和公立大学，到需要保持社会距离，并为卫生保健系统提供抗击病毒的资源，这一点在方方面面都很明显。[…从复杂性的角度来看待我们面临的情况，有望提高我们对当前Covid-19大流行的理解。5. 复杂性科学是一套跨学科的理论，它起源于生物和物理科学，但现在也进入了社会和管理科学(Marion & ul - bien, 2001: 389)。
{"title":"How COVID reconfigured family relationships: Explaining the work of academic women through the lens of complexity theory","authors":"Samantha Kriger, C. Walters, J. Jansen","doi":"10.18820/2519593x/pie.v40.i3.5","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i3.5","url":null,"abstract":"During the data collection period, all South Africans, except essential workers, were by law required to shelter at home under \"lockdown\". [...]universities had to make a swift transition from face-to-face lectures to online teaching and learning. [...]of these cultural and gender norms, women are often required to be caregivers in the family. A primary feature of the Covid-19 pandemic is the complexity of the responses to the crisis, apparent in everything from the closure of all non-essential businesses, schools, and public universities to the need to socially distance and to get health care system the resources to combat the virus. [...]applying a complexity lens to the conditions that confront us promises to improve our understanding of the current Covid-19 pandemic. 5. Theoretical framework Complexity science is a set of interdisciplinary theories that has its origins in the biological and physical sciences, but which has now also moved into the social and management sciences (Marion & Uhl-Bien, 2001: 389).","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77747481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i3.14
Nkhangweleni Patrick Mafenya
This paper discusses the use of technology as enabler for sustaining teaching and learning by reviewing various local and international publications. Since the outbreak of the coronavirus (Covid-19) in 2020, the Departments of Basic and Higher Education in South Africa ordered all institutions of learning to shut down and start using online education as a substitute for face-to-face teaching and learning processes. [...]what were educators' and students' experiences and attitudes towards the use of technology as enabler for sustaining teaching and learning during the Covid-19 pandemic? Digital technology played a significant role in enabling teachers to teach students at a distance, using tools that enable both synchronous and asynchronous communication with whole class, groups and individual children or young people, access to learning materials, and interactive and collaborative activities (Starkey et al., 2021). Furthermore, the Covid-19 pandemic presented opportunities and challenges to all educational institutions, regardless of their nature (Fowler, 2020). Besides the social and economic challenges inherent there, lecturers and students also faced personal challenges such as lack of access to internet connectivity, lack of equipment for online learning, and unreliable power supply (Mahaye, 2020).
本文通过查阅本地及国际刊物，探讨如何运用科技促进教学。自2020年冠状病毒(Covid-19)爆发以来，南非基础教育和高等教育部门下令关闭所有学习机构，并开始使用在线教育代替面对面的教学过程。[…在2019冠状病毒病大流行期间，教育工作者和学生对利用技术促进教学的经验和态度如何?数字技术在使教师能够远程教授学生方面发挥了重要作用，使用的工具可以与整个班级、团体和儿童或青少年个人进行同步和异步通信，获取学习材料，以及进行互动和协作活动(Starkey et al.， 2021)。此外，Covid-19大流行给所有教育机构带来了机遇和挑战，无论其性质如何(Fowler, 2020)。除了固有的社会和经济挑战之外，讲师和学生还面临着个人挑战，例如缺乏互联网连接，缺乏在线学习设备以及不可靠的电力供应(Mahaye, 2020)。
{"title":"Exploring technology as enabler for sustainable teaching and learning during the Covid-19 pandemic at a university in South Africa","authors":"Nkhangweleni Patrick Mafenya","doi":"10.18820/2519593x/pie.v40.i3.14","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i3.14","url":null,"abstract":"This paper discusses the use of technology as enabler for sustaining teaching and learning by reviewing various local and international publications. Since the outbreak of the coronavirus (Covid-19) in 2020, the Departments of Basic and Higher Education in South Africa ordered all institutions of learning to shut down and start using online education as a substitute for face-to-face teaching and learning processes. [...]what were educators' and students' experiences and attitudes towards the use of technology as enabler for sustaining teaching and learning during the Covid-19 pandemic? Digital technology played a significant role in enabling teachers to teach students at a distance, using tools that enable both synchronous and asynchronous communication with whole class, groups and individual children or young people, access to learning materials, and interactive and collaborative activities (Starkey et al., 2021). Furthermore, the Covid-19 pandemic presented opportunities and challenges to all educational institutions, regardless of their nature (Fowler, 2020). Besides the social and economic challenges inherent there, lecturers and students also faced personal challenges such as lack of access to internet connectivity, lack of equipment for online learning, and unreliable power supply (Mahaye, 2020).","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83230850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i2.2
R. Venketsamy, Zijing Hu
The outbreak of the coronavirus disease was declared an international public health emergency as the virus spread across many countries and territories. Due to the rapid rate the virus was spreading, the South African president announced the closure of schools in March 2020. The protection of children and teachers was incredibly important. Precautions were necessary to prevent the potential spread of COVID-19 in school settings;however, care had to be taken to avoid stigmatising students and staff who may have been exposed to the virus. With a phased-in approach to grades returning to school, school leaders had to ensure that their environment was safe, conducive, welcoming, respectful, inclusive and supportive at all times. A qualitative case study, involving individual interviews with principals, was conducted using the Health Theoretical Framework of attitudes, behaviours and communication (ABCs) to investigate how school leaders were ensuring a safe and conducive environment for teachers and learners. The findings highlighted establishing an emergency School Management Team to be the COVID-19 point of contact, implementing social distancing, frequent sanitising, mask-wearing, daily screening, encouraging flexible school times and promoting the outdoor classroom. Staff with comorbidities were assigned noncontact duties.
{"title":"School leaders’ responsibilities for ensuring safe schools for teaching and learning during COVID-19","authors":"R. Venketsamy, Zijing Hu","doi":"10.18820/2519593x/pie.v40.i2.2","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i2.2","url":null,"abstract":"The outbreak of the coronavirus disease was declared an international public health emergency as the virus spread across many countries and territories. Due to the rapid rate the virus was spreading, the South African president announced the closure of schools in March 2020. The protection of children and teachers was incredibly important. Precautions were necessary to prevent the potential spread of COVID-19 in school settings;however, care had to be taken to avoid stigmatising students and staff who may have been exposed to the virus. With a phased-in approach to grades returning to school, school leaders had to ensure that their environment was safe, conducive, welcoming, respectful, inclusive and supportive at all times. A qualitative case study, involving individual interviews with principals, was conducted using the Health Theoretical Framework of attitudes, behaviours and communication (ABCs) to investigate how school leaders were ensuring a safe and conducive environment for teachers and learners. The findings highlighted establishing an emergency School Management Team to be the COVID-19 point of contact, implementing social distancing, frequent sanitising, mask-wearing, daily screening, encouraging flexible school times and promoting the outdoor classroom. Staff with comorbidities were assigned noncontact duties.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"308 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77628057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i2.9
A. Aina, K. Bipath
{"title":"Accessing resources that promote quality education for young children: Experience of early childhood development centres’ principals","authors":"A. Aina, K. Bipath","doi":"10.18820/2519593x/pie.v40.i2.9","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i2.9","url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83598335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fact that poverty has largely been conceptualised from a narrow financial perspective in South African higher education may have contributed to its perpetuation among students. There is limited research on the multidimensionality of poverty, particularly its wide-ranging effect on students in universities. Using the capabilities approach, this study explores the extent of poverty, as well as the way various dimensions of deprivation interplay to affect the wellbeing and success of students in universities. The study employs a sequential-mixed research design and gathers data at a university, initially using three focus group discussions followed by a survey questionnaire administered to 2306 students and 470 student voices and unfiltered stories. Both focus group discussion data and the short stories were coded and analysed using NVivo 12. The themes generated included basic needs, resources, psychological wellbeing, living conditions and participation. The findings of survey questionnaires, which were analysed using Stata, R, SPSS and Microsoft Excel, indicate a complex relationship between the dimensions of deprivations that affect students and the corrosive effect lack of finances has. While providing funding only does not sufficiently address student poverty, the study recommends that universities should consider devising robust measures to identify those financially deprived and provide them with adequate funding. Concurrently, universities should address other forms of deprivations, using mentorship programmes, for instance, to prevent and reduce psychological stress, shame, stigma and loss of dignity among poor students.
{"title":"Student poverty in South African universities: Promoting the wellbeing and success of students","authors":"Anesu Ruswa, O. Gore","doi":"10.38140/pie.v40i4.6379","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6379","url":null,"abstract":"The fact that poverty has largely been conceptualised from a narrow financial perspective in South African higher education may have contributed to its perpetuation among students. There is limited research on the multidimensionality of poverty, particularly its wide-ranging effect on students in universities. Using the capabilities approach, this study explores the extent of poverty, as well as the way various dimensions of deprivation interplay to affect the wellbeing and success of students in universities. The study employs a sequential-mixed research design and gathers data at a university, initially using three focus group discussions followed by a survey questionnaire administered to 2306 students and 470 student voices and unfiltered stories. Both focus group discussion data and the short stories were coded and analysed using NVivo 12. The themes generated included basic needs, resources, psychological wellbeing, living conditions and participation. The findings of survey questionnaires, which were analysed using Stata, R, SPSS and Microsoft Excel, indicate a complex relationship between the dimensions of deprivations that affect students and the corrosive effect lack of finances has. While providing funding only does not sufficiently address student poverty, the study recommends that universities should consider devising robust measures to identify those financially deprived and provide them with adequate funding. Concurrently, universities should address other forms of deprivations, using mentorship programmes, for instance, to prevent and reduce psychological stress, shame, stigma and loss of dignity among poor students.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85828437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of an accelerated learning programme as an intervention to allow failing students to repeat a module in an accelerated format instead of having to redo a module over a semester or academic year has various academic, economic, and social benefits. Accelerated learning programmes are, however, often criticised in the literature for surface learning that may influence subsequent learning. Using a quantitative approach, this study statistically analysed the grades achieved by three distinct groups of students for a first-year financial accounting module and their subsequent second-year financial accounting module. The study found no statistical difference between students who repeated a module over the traditional academic period and those who repeated the module in an accelerated format. This study contributes to the limited research on accelerated learning programmes for repeating a module. The results provide empirical evidence that supports the questioning of the notion that accelerated learning programmes only lead to surface learning, and results are presented that advocate for the implementation of accelerated learning programmes as an effective mode for repeating students to follow to achieve academic success, given the various benefits.
{"title":"The effectiveness of a firstyear module presented as an accelerated learning programme to repeating students for subsequent learning","authors":"J. M. Ontong, A. Bruwer, Chrystal Schonken","doi":"10.38140/pie.v40i4.6469","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6469","url":null,"abstract":"The use of an accelerated learning programme as an intervention to allow failing students to repeat a module in an accelerated format instead of having to redo a module over a semester or academic year has various academic, economic, and social benefits. Accelerated learning programmes are, however, often criticised in the literature for surface learning that may influence subsequent learning. Using a quantitative approach, this study statistically analysed the grades achieved by three distinct groups of students for a first-year financial accounting module and their subsequent second-year financial accounting module. The study found no statistical difference between students who repeated a module over the traditional academic period and those who repeated the module in an accelerated format. This study contributes to the limited research on accelerated learning programmes for repeating a module. The results provide empirical evidence that supports the questioning of the notion that accelerated learning programmes only lead to surface learning, and results are presented that advocate for the implementation of accelerated learning programmes as an effective mode for repeating students to follow to achieve academic success, given the various benefits.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74928608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i3.15
Mashango Phillemon Sithole, P. Gumede
The role of tutorship programmes at universities is well documented. Given the continual challenges faced by universities such as low pass rates, low retention rates, low graduation rates, under-preparedness of first-year students, low throughput rates, and at-risk students, tutorship programmes have become an indispensable part of teaching and learning at universities. Tutorship programmes are one of the key interventions put in place by universities to ameliorate these challenges as part of student support and development mechanisms. It is said that a positive correlation exists between tutorship and improved student academic performance. Additionally, tutorship programmes are beneficial for tutors as well, as they develop critical skills throughout the programme. As such, it is befitting to reflect critically on the sustainability of the tutorship programme as a tool for student development (both the tutor and the student). This paper adopts a systems approach to reflect on the question of how to sustain a tutorship programme at a university of technology. A systems approach is a management technique used for examining all critical areas of an organisation. Within the context of higher education, it makes it possible to analyse teaching and learning enterprise and enable an appropriate analysis of the critical areas of the tutorship programme. A systems approach is adopted in this paper to demonstrate the holistic functioning of the tutorship programme, its tenets, as well as the factors that affect its sustainability. To understand the sustainability of tutorship, it is not enough to view it merely as a product of teaching and learning and the responsibility of academic departments and lecturers: rather, tutorship should be seen as an integral part of a university system, a more complex phenomenon than a mere sum of its constituent tenets, because the interrelationship between parts of the university plays a critical role for the sustainability of the tutorship programme. to sustain tutorship as student support and development using a systems approach. Empirical and non-empirical studies have
{"title":"Sustaining a tutorship programme at a University of Technology: a systems approach","authors":"Mashango Phillemon Sithole, P. Gumede","doi":"10.18820/2519593x/pie.v40.i3.15","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i3.15","url":null,"abstract":"The role of tutorship programmes at universities is well documented. Given the continual challenges faced by universities such as low pass rates, low retention rates, low graduation rates, under-preparedness of first-year students, low throughput rates, and at-risk students, tutorship programmes have become an indispensable part of teaching and learning at universities. Tutorship programmes are one of the key interventions put in place by universities to ameliorate these challenges as part of student support and development mechanisms. It is said that a positive correlation exists between tutorship and improved student academic performance. Additionally, tutorship programmes are beneficial for tutors as well, as they develop critical skills throughout the programme. As such, it is befitting to reflect critically on the sustainability of the tutorship programme as a tool for student development (both the tutor and the student). This paper adopts a systems approach to reflect on the question of how to sustain a tutorship programme at a university of technology. A systems approach is a management technique used for examining all critical areas of an organisation. Within the context of higher education, it makes it possible to analyse teaching and learning enterprise and enable an appropriate analysis of the critical areas of the tutorship programme. A systems approach is adopted in this paper to demonstrate the holistic functioning of the tutorship programme, its tenets, as well as the factors that affect its sustainability. To understand the sustainability of tutorship, it is not enough to view it merely as a product of teaching and learning and the responsibility of academic departments and lecturers: rather, tutorship should be seen as an integral part of a university system, a more complex phenomenon than a mere sum of its constituent tenets, because the interrelationship between parts of the university plays a critical role for the sustainability of the tutorship programme. to sustain tutorship as student support and development using a systems approach. Empirical and non-empirical studies have","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79957587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i1.2
M. Themane, L. T. Mabasa
The quest for access to higher education has increased rapidly in the past 25 years of democracy in South Africa. However, this increase has not been matched by student academic success. This lack of success may even be worse with the advent of the COVID-19 pandemic. The pandemic has given rise to challenges that have affected student learning, especially for students who come from historically disadvantaged backgrounds. In response to these, many institutions of higher learning have resorted to online teaching and learning. Despite this aforementioned lack of success, there are some who have succeeded. This group of students is the focus of our study. Therefore, the question discussed here is: How do students of historically disadvantaged backgrounds have access to higher education and succeed in their studies, especially during the COVID-19 pandemic? We employed a qualitative methodological approach, where the case study research design was adopted. A purposive sampling strategy was used to select a total of 18 participants from the School of Education at the University of Limpopo in South Africa. The sample was divided into four categories. The first category was made up of 10 students. The second category comprised 2 administrative staff, the third category consisted of 4 academic staff and 2 support staff (residence and academic writing) formed the last category. Data was collected through interviews and document analysis. The findings showed that students from disadvantaged backgrounds encountered challenges with their academic and their social lives during the COVID-19 pandemic. However, we established that they developed coping skills (working in groups, moving around from one spot to the other in search of a strong connectivity) to navigate through their challenges. These findings imply that students from historically disadvantaged backgrounds can succeed if they leverage their studies on self-agency and social capital despite disruptions such as the COVID-19 pandemic.
{"title":"Epistemic access and success of historically disadvantaged students during the COVID-19 pandemic: A South African experience","authors":"M. Themane, L. T. Mabasa","doi":"10.18820/2519593x/pie.v40.i1.2","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.2","url":null,"abstract":"The quest for access to higher education has increased rapidly in the past 25 years of democracy in South Africa. However, this increase has not been matched by student academic success. This lack of success may even be worse with the advent of the COVID-19 pandemic. The pandemic has given rise to challenges that have affected student learning, especially for students who come from historically disadvantaged backgrounds. In response to these, many institutions of higher learning have resorted to online teaching and learning. Despite this aforementioned lack of success, there are some who have succeeded. This group of students is the focus of our study. Therefore, the question discussed here is: How do students of historically disadvantaged backgrounds have access to higher education and succeed in their studies, especially during the COVID-19 pandemic? We employed a qualitative methodological approach, where the case study research design was adopted. A purposive sampling strategy was used to select a total of 18 participants from the School of Education at the University of Limpopo in South Africa. The sample was divided into four categories. The first category was made up of 10 students. The second category comprised 2 administrative staff, the third category consisted of 4 academic staff and 2 support staff (residence and academic writing) formed the last category. Data was collected through interviews and document analysis. The findings showed that students from disadvantaged backgrounds encountered challenges with their academic and their social lives during the COVID-19 pandemic. However, we established that they developed coping skills (working in groups, moving around from one spot to the other in search of a strong connectivity) to navigate through their challenges. These findings imply that students from historically disadvantaged backgrounds can succeed if they leverage their studies on self-agency and social capital despite disruptions such as the COVID-19 pandemic.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83943272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i2.7
P. Swarts
{"title":"Connecting embodied learning to social and environmental responsibility for the realisation of Life Orientation outcomes","authors":"P. Swarts","doi":"10.18820/2519593x/pie.v40.i2.7","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i2.7","url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90048851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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