Pub Date : 2022-11-04DOI: 10.25159/1947-9417/11137
I. Steyn
There is a body of education scholarship in South Africa that captures the role played by social movements in democratising education in post-apartheid South Africa. However, this scholarship says little about how power dynamics affect learning and intellectual labour in social movements or social movement organisations. In addition, the issue of learning in social movements or social movement organisations is hardly explored in the South African social movement literature. This lack of focus on how activists, especially grassroots activists in working-class communities, learn and produce knowledge in social movements and organisations obscures the complexity of learning and knowledge production in activist settings. This article explores how activists, especially grassroots activists, learn in social movements. Based on secondary literature and interviews, the article advances two main arguments: First, learning in social movements and organisations takes place in non-formal and informal ways. Both these forms of learning take place inside and outside formal educational settings. And they both contribute to the empowerment and critical consciousness of activists in social movements and organisations. In addition, informal learning takes place inside and outside popular educational spaces. However, it is not inevitable that non-formal and informal forms of learning in activist settings will generate critical knowledge and activist practices that disrupt the status quo. Second, power relations based on “race”, social class, gender, and sexuality, among other axes of social division, impact on how learning takes place in non-formal or popular contexts of education. This article seeks to understand how power relations shape the learning and knowledge production process in social movements and organisations.
{"title":"A South African Perspective on Learning in Social Movement Activism","authors":"I. Steyn","doi":"10.25159/1947-9417/11137","DOIUrl":"https://doi.org/10.25159/1947-9417/11137","url":null,"abstract":"There is a body of education scholarship in South Africa that captures the role played by social movements in democratising education in post-apartheid South Africa. However, this scholarship says little about how power dynamics affect learning and intellectual labour in social movements or social movement organisations. In addition, the issue of learning in social movements or social movement organisations is hardly explored in the South African social movement literature. This lack of focus on how activists, especially grassroots activists in working-class communities, learn and produce knowledge in social movements and organisations obscures the complexity of learning and knowledge production in activist settings. This article explores how activists, especially grassroots activists, learn in social movements. Based on secondary literature and interviews, the article advances two main arguments: First, learning in social movements and organisations takes place in non-formal and informal ways. Both these forms of learning take place inside and outside formal educational settings. And they both contribute to the empowerment and critical consciousness of activists in social movements and organisations. In addition, informal learning takes place inside and outside popular educational spaces. However, it is not inevitable that non-formal and informal forms of learning in activist settings will generate critical knowledge and activist practices that disrupt the status quo. Second, power relations based on “race”, social class, gender, and sexuality, among other axes of social division, impact on how learning takes place in non-formal or popular contexts of education. This article seeks to understand how power relations shape the learning and knowledge production process in social movements and organisations.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43109598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.25159/1947-9417/11292
Nesreen Alzhrani
This article explores the impact of transformative theory on the learning outcomes of seven Saudi female student-teachers enrolled in a Master’s TESOL course at a Saudi university. They were actively engaged in designing learning materials for learners with special needs. In this intervention, transformative theory principles were used. They involved dialogue, authentic assessment, and structured reflection. Following the intervention, data were collected using focus group discussions and document analysis. The data were analysed using Mezirow’s transformative theory components: experience, critical reflection, reflective discourse, and action. The findings reveal the experience supported the participants’ autonomy, providing them with opportunities to reflect on their teaching practices, and improved their knowledge construction skills. Based on the results, the author makes a case for greater use of transformative theory approaches in designing and implementing teacher education.
{"title":"Setting the Stage for Transformative Learning in MA TESOL Classrooms at a Saudi University","authors":"Nesreen Alzhrani","doi":"10.25159/1947-9417/11292","DOIUrl":"https://doi.org/10.25159/1947-9417/11292","url":null,"abstract":"This article explores the impact of transformative theory on the learning outcomes of seven Saudi female student-teachers enrolled in a Master’s TESOL course at a Saudi university. They were actively engaged in designing learning materials for learners with special needs. In this intervention, transformative theory principles were used. They involved dialogue, authentic assessment, and structured reflection. Following the intervention, data were collected using focus group discussions and document analysis. The data were analysed using Mezirow’s transformative theory components: experience, critical reflection, reflective discourse, and action. The findings reveal the experience supported the participants’ autonomy, providing them with opportunities to reflect on their teaching practices, and improved their knowledge construction skills. Based on the results, the author makes a case for greater use of transformative theory approaches in designing and implementing teacher education.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46539496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-18DOI: 10.25159/1947-9417/11460
P. Du Preez, L. le Grange, S. Simmonds
In the reconceptualisation era of curriculum studies, scholars drew on a range of theories such as existentialism, phenomenology, psychoanalysis, feminism, poststructuralism, and especially critical theory. They used critical theory as a lens to examine the influence of social and political forces on curriculum, in particular the role of dominant ideologies on schooling and higher education in capitalist societies. In this article we explore some of the limitations this has, especially with regard to the current posthuman condition, without repudiating all the benefits that it has offered. Then we re/think curriculum studies in the posthuman condition, drawing on insights from a particular strand of posthumanism, critical posthumanism. We experiment with the real, as well as with what a reconceptualised subject (one that is ecological) might mean for curriculum inquiry in South Africa. In our exploration, we re/think the curriculum concepts: curriculum-as-lived, curriculum as complicated conversation, and currere.
{"title":"Re/thinking Curriculum Inquiry in the Posthuman Condition: A Critical Posthumanist Stance","authors":"P. Du Preez, L. le Grange, S. Simmonds","doi":"10.25159/1947-9417/11460","DOIUrl":"https://doi.org/10.25159/1947-9417/11460","url":null,"abstract":"In the reconceptualisation era of curriculum studies, scholars drew on a range of theories such as existentialism, phenomenology, psychoanalysis, feminism, poststructuralism, and especially critical theory. They used critical theory as a lens to examine the influence of social and political forces on curriculum, in particular the role of dominant ideologies on schooling and higher education in capitalist societies. In this article we explore some of the limitations this has, especially with regard to the current posthuman condition, without repudiating all the benefits that it has offered. Then we re/think curriculum studies in the posthuman condition, drawing on insights from a particular strand of posthumanism, critical posthumanism. We experiment with the real, as well as with what a reconceptualised subject (one that is ecological) might mean for curriculum inquiry in South Africa. In our exploration, we re/think the curriculum concepts: curriculum-as-lived, curriculum as complicated conversation, and currere.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46085061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-18DOI: 10.25159/1947-9417/11461
S. Maistry
The report of the Ministerial Committee on Transformation and Social Cohesion revealed that exclusionary practices are commonplace in South African universities. They remain a compelling factor that contributes to student attrition in Master’s and doctoral programmes, and they were a trigger to the #RhodesMustFall movement. Universities, oblivious to their doublespeak, have institutionalised curriculum decolonisation and delivery, yet simultaneously enforce neoliberal performative principles (fast-tracking increased numbers despite different levels of student readiness). The extent to which traditional, hierarchical research supervision models (with their genesis in an asymmetrical master-apprentice power dynamic) have responded to the needs of the euphemistically coined “non-traditional” student is moot. In a context of unprecedented increase in research supervision workloads and pressure to decolonise, there is limited research-informed knowledge as to how research supervisors navigate these contradictory conditions. This article reports on a study informed by a Freirean “pedagogy of care” as it attempts to address this lacuna by exploring the research supervision experiences and practice of a sample of 18 research-active professors in a College of Humanities at a research-led university in South Africa. Data was generated through in-depth interviews and subjected to reflexive thematic analysis. The findings indicate that a deep sense of care exists among the sampled supervisors and it manifests in various ways as supervisors actively work with and through neoliberal protocols.
{"title":"Working with and through Neoliberalism: Envisioning Research Supervision as a Pedagogy of Care in a Context of “Privileged Irresponsibility”","authors":"S. Maistry","doi":"10.25159/1947-9417/11461","DOIUrl":"https://doi.org/10.25159/1947-9417/11461","url":null,"abstract":"The report of the Ministerial Committee on Transformation and Social Cohesion revealed that exclusionary practices are commonplace in South African universities. They remain a compelling factor that contributes to student attrition in Master’s and doctoral programmes, and they were a trigger to the #RhodesMustFall movement. Universities, oblivious to their doublespeak, have institutionalised curriculum decolonisation and delivery, yet simultaneously enforce neoliberal performative principles (fast-tracking increased numbers despite different levels of student readiness). The extent to which traditional, hierarchical research supervision models (with their genesis in an asymmetrical master-apprentice power dynamic) have responded to the needs of the euphemistically coined “non-traditional” student is moot. In a context of unprecedented increase in research supervision workloads and pressure to decolonise, there is limited research-informed knowledge as to how research supervisors navigate these contradictory conditions. This article reports on a study informed by a Freirean “pedagogy of care” as it attempts to address this lacuna by exploring the research supervision experiences and practice of a sample of 18 research-active professors in a College of Humanities at a research-led university in South Africa. Data was generated through in-depth interviews and subjected to reflexive thematic analysis. The findings indicate that a deep sense of care exists among the sampled supervisors and it manifests in various ways as supervisors actively work with and through neoliberal protocols. ","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41502914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-18DOI: 10.25159/1947-9417/11270
B. Ramadiro
A central aim of this article is to reflect on the design and implementation of a bi/multilingual Bachelor of Education foundation phase programme offered at the University of Fort Hare from 2018. It reviews three major perspectives on bi/multilingualism: mother tongue-based bi/multilingual education, language and decoloniality, and translanguaging perspectives. It then proceeds to use these perspectives to discuss and illuminate various aspects of implementation, including the genesis of the programme, challenges of implementation, and decisions about curriculum, language use and assessment. It concludes with a brief discussion of lessons learnt for design of bi/multilingual education programmes in higher education.
{"title":"Implementing Multilingual Teacher Education: Reflections on the University of Fort Hare’s Bi/Multilingual Bachelor of Education Degree Programme","authors":"B. Ramadiro","doi":"10.25159/1947-9417/11270","DOIUrl":"https://doi.org/10.25159/1947-9417/11270","url":null,"abstract":"A central aim of this article is to reflect on the design and implementation of a bi/multilingual Bachelor of Education foundation phase programme offered at the University of Fort Hare from 2018. It reviews three major perspectives on bi/multilingualism: mother tongue-based bi/multilingual education, language and decoloniality, and translanguaging perspectives. It then proceeds to use these perspectives to discuss and illuminate various aspects of implementation, including the genesis of the programme, challenges of implementation, and decisions about curriculum, language use and assessment. It concludes with a brief discussion of lessons learnt for design of bi/multilingual education programmes in higher education.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.25159/1947-9417/12380
Na-iem Dollie
Introductory and editorial note
引言和编辑说明
{"title":"Themed Section 2: Re-imagining Curriculum Enquiry/Inquiry in Times of Unprecedented Uncertainty","authors":"Na-iem Dollie","doi":"10.25159/1947-9417/12380","DOIUrl":"https://doi.org/10.25159/1947-9417/12380","url":null,"abstract":"Introductory and editorial note","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45491268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.25159/1947-9417/11442
Ronicka Mudaly, Sebastian Sanjigadu
Cognitive injustice, which nourishes and sustains current political, social and economic injustice, has been at the centre of the knowledge production enterprise since the colonisers embarked on their project of dispossession and plunder. In order to achieve global justice, the quest for epistemic justice needs to be brought to the centre of curriculum discourses. The postcolonial critique of the canonical corpus of Euro-Western knowledge demands a change in our locus of enunciation. We seized this zeitgeist to repaint the education curriculum canvass in science professional teacher development. We leveraged theoretical constructs from Southern theory, by adopting a decolonial epistemic perspective and privileging a dialogic dynamic. Six purposefully selected, practising science teachers, who were registered to study an Honours in Education module, were engaged to generate qualitative data to respond to the following question: How do science teachers leverage indigenous knowledge to address sustainable development goals? Teachers engaged in intercultural dialogue with indigenous knowledge holders to tap into a plurality of different knowledges. The indigenous knowledge holders who participated were interested in sustainable production/cultivation of items they had used in their practice. Teachers developed portfolios of evidence and participated in focus group interviews. They experienced moments of mourning, dreaming, rediscovery and recovery. This resonated with the same categories that were previously identified by Chilisa, as teachers deconstructed and reconstructed curriculum materials collaboratively with indigenous knowledge holders. The findings reveal that the teachers viewed an indigenous understanding of the world as crucial in the achievement of sustainable development goals. The monolithic, hegemonic Euro-Western thinking was decentred but not abandoned. Instead, teachers rendered it one part of the intercultural dialogue. The study demonstrated the potential for transforming the curriculum to become inclusive of Southern voices in the production of valuable, truthful, reliable knowledge about living together sustainably.
{"title":"Epistemic Journeying across Abyssal Lines of Thinking: Towards Reclaiming Southern Voices","authors":"Ronicka Mudaly, Sebastian Sanjigadu","doi":"10.25159/1947-9417/11442","DOIUrl":"https://doi.org/10.25159/1947-9417/11442","url":null,"abstract":"Cognitive injustice, which nourishes and sustains current political, social and economic injustice, has been at the centre of the knowledge production enterprise since the colonisers embarked on their project of dispossession and plunder. In order to achieve global justice, the quest for epistemic justice needs to be brought to the centre of curriculum discourses. The postcolonial critique of the canonical corpus of Euro-Western knowledge demands a change in our locus of enunciation. We seized this zeitgeist to repaint the education curriculum canvass in science professional teacher development. We leveraged theoretical constructs from Southern theory, by adopting a decolonial epistemic perspective and privileging a dialogic dynamic. Six purposefully selected, practising science teachers, who were registered to study an Honours in Education module, were engaged to generate qualitative data to respond to the following question: How do science teachers leverage indigenous knowledge to address sustainable development goals? Teachers engaged in intercultural dialogue with indigenous knowledge holders to tap into a plurality of different knowledges. The indigenous knowledge holders who participated were interested in sustainable production/cultivation of items they had used in their practice. Teachers developed portfolios of evidence and participated in focus group interviews. They experienced moments of mourning, dreaming, rediscovery and recovery. This resonated with the same categories that were previously identified by Chilisa, as teachers deconstructed and reconstructed curriculum materials collaboratively with indigenous knowledge holders. The findings reveal that the teachers viewed an indigenous understanding of the world as crucial in the achievement of sustainable development goals. The monolithic, hegemonic Euro-Western thinking was decentred but not abandoned. Instead, teachers rendered it one part of the intercultural dialogue. The study demonstrated the potential for transforming the curriculum to become inclusive of Southern voices in the production of valuable, truthful, reliable knowledge about living together sustainably. ","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41929237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-12DOI: 10.25159/1947-9417/11188
Sara Black
Post-secondary South African education policy is pinning its hopes of increased access to education on technological changes, especially in light of increased demand for education while persisting with fiscal austerity. This article examines one policy text—the Open Learning Policy Framework—that exemplifies this techno-solutionist policy logic in the post-secondary education and training sector. Structured around the triad of “context-text-consequences”, the article conducts a critical discourse analysis of the Open Learning Policy Framework, positing that techno-solutionism performs an under-labouring role for other more commonly critiqued logics such as new managerialism, social justice as equality and/or equity, and human capital theory. It further troubles the Open Learning Policy Framework’s definition of “open learning”, examining it as a truth/power regimen that constructs the object it espouses to describe. Finally the article considers some of the consequences of such a pivot in education, including the invisible transformation of relations in pedagogic labour, and the subjectivity of students engaged in “open learning” as individualistic neoliberal “lifelong (l)earners”. The article attempts to “raise awareness” of such relations and their constraints on imagination, with the aim of provoking alternative imaginings about how technology and education might produce humanising and emancipatory education.
{"title":"Marx’s Ghost in the Shell: Troubling Techno-Solutionism in Post-Secondary Education and Training Policy Imaginaries","authors":"Sara Black","doi":"10.25159/1947-9417/11188","DOIUrl":"https://doi.org/10.25159/1947-9417/11188","url":null,"abstract":"Post-secondary South African education policy is pinning its hopes of increased access to education on technological changes, especially in light of increased demand for education while persisting with fiscal austerity. This article examines one policy text—the Open Learning Policy Framework—that exemplifies this techno-solutionist policy logic in the post-secondary education and training sector. Structured around the triad of “context-text-consequences”, the article conducts a critical discourse analysis of the Open Learning Policy Framework, positing that techno-solutionism performs an under-labouring role for other more commonly critiqued logics such as new managerialism, social justice as equality and/or equity, and human capital theory. It further troubles the Open Learning Policy Framework’s definition of “open learning”, examining it as a truth/power regimen that constructs the object it espouses to describe. Finally the article considers some of the consequences of such a pivot in education, including the invisible transformation of relations in pedagogic labour, and the subjectivity of students engaged in “open learning” as individualistic neoliberal “lifelong (l)earners”. The article attempts to “raise awareness” of such relations and their constraints on imagination, with the aim of provoking alternative imaginings about how technology and education might produce humanising and emancipatory education.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42825334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-07DOI: 10.25159/1947-9417/11366
S. Vally, E. Motala
State policies regarding workers’ education and the education and training of adults and communities have been hugely influenced by the political and ideological perspectives and approaches that have informed such policies from the onset of the post-apartheid period. These approaches have had pervasively negative effects on especially workers’ education. Yet, there is a powerful and instructive legacy of theorisation and practice that suggests other possibilities towards the development of a progressive, even radical, agenda for workers’ education and its associated forms. These possibilities have been abandoned by the prevailing regime of policy and practice, which could have drawn on the work of trade unions, progressive social movements and organisations, including some of their negative practices. We consider these historical possibilities briefly with a view to opening up a discussion about the possibilities they represent for educational theory and practice.
{"title":"The Making of Post-Apartheid State Policies for Workers, Adult and Community Education and Training: Abandoned Possibilities","authors":"S. Vally, E. Motala","doi":"10.25159/1947-9417/11366","DOIUrl":"https://doi.org/10.25159/1947-9417/11366","url":null,"abstract":"State policies regarding workers’ education and the education and training of adults and communities have been hugely influenced by the political and ideological perspectives and approaches that have informed such policies from the onset of the post-apartheid period. These approaches have had pervasively negative effects on especially workers’ education. Yet, there is a powerful and instructive legacy of theorisation and practice that suggests other possibilities towards the development of a progressive, even radical, agenda for workers’ education and its associated forms. These possibilities have been abandoned by the prevailing regime of policy and practice, which could have drawn on the work of trade unions, progressive social movements and organisations, including some of their negative practices. We consider these historical possibilities briefly with a view to opening up a discussion about the possibilities they represent for educational theory and practice.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46886115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-05DOI: 10.25159/1947-9417/12364
Na-iem Dollie
Introductory and editorial note
引言和编辑说明
{"title":"Themed Section 4: Post-School Education and Training in South Africa","authors":"Na-iem Dollie","doi":"10.25159/1947-9417/12364","DOIUrl":"https://doi.org/10.25159/1947-9417/12364","url":null,"abstract":"Introductory and editorial note","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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