Education as Change is an accredited, peer reviewed scholarly journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts.
Accredited by the Department of Higher Education and Training, RSA
Included in the ScieloSA collection
Announcements
Sponsorship |
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| Funding is faciliated by the Foundation for Human Rights which is funded by the Department of Justice and Constitutional Development and the European Union under the Sector Budget Support Programme - Access to Justice and the Promotion of Constitutional Rights | |
| Posted: 2017-09-26 | |
Reviewers 2015 and 2016 |
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EAC hereby acknowledges with appreciation the contribution of reviewers to the selection and quality of the articles. |
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| Posted: 2017-08-11 | More... |
Call for papers – Special themed issue of Education as Change |
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Learning from, in, and with independent community and activist archives: The past in our present and future |
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| Posted: 2017-02-16 | More... |
| More Announcements... |
Vol 21, No 2 (2017)
Table of Contents
Editorial
| Re-imagining Socially Just Pedagogies in Higher Education: The Contribution of Contemporary Theoretical Perspectives | |
| Vivienne Bozalek, Michalinos Zembylas | 1-5 |
Themed Issue: Socially just pedagogies in HE
| The Slightest Gesture: Deligny, the Ritornello and Subjectivity in Socially Just Pedagogical Praxis | |
| Chantelle Gray van Heerden | 6-24 |
| A Schizoanalytical Praxis for Social Justice Education | |
| Delphi Carstens | 25-44 |
| Fabulation as a Pedagogical Possibility: Working towards a Politics of Affirmation | |
| Frans Kruger, Adré Le Roux | 45-61 |
| Towards a Response-able Pedagogy across Higher Education Institutions in Post-Apartheid South Africa: An Ethico-Political Analysis | |
| Vivienne Bozalek, Michalinos Zembylas | 62-85 |
| Participating Unequally: Student Experiences at UWC | |
| Lindsay Anne Clowes, Tamara Shefer, Sisa Ngabaza | 86-108 |
| Participatory Parity and Epistemological Access in the Extended Curriculum Programmes | |
| James Windsor Garraway | 109-125 |
| “Translanguaging” as a Socially Just Pedagogy | |
| Ellen Hurst, Msakha Mona | 126-148 |
| The Potential for Posthuman Insights to Effect Socially Just Pedagogies | |
| Brenda Leibowitz, kibashni Naidoo | 149-164 |
| Diffracting Reflection: A Move beyond Reflective Practice | |
| Veronica Ann Mitchell | 165-186 |
| Dreaming Up a New Grid: Two Lecturers’ Reflections on Challenging Traditional Notions of Identity and Privilege in a South African Classroom | |
| Asanda Ngoasheng, Daniela Gachago | 187-207 |
| Are You Happy Now? A Fictional Narrative Exploration of Educator Experiences in Higher Education during the Time of #FeesMustFall | |
| Marguerite Muller | 208-236 |