Education as Change

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

 
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

 

EAC hereby acknowledges with appreciation the contribution of reviewers to the selection and quality of the articles.

 
Posted: 2017-08-11 More...
 

Call for papers – Special themed issue of Education as Change

 

Learning from, in, and with independent community and activist archives: The past in our present and future

 
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 PDF
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 PDF
Chantelle Gray van Heerden 6-24
A Schizoanalytical Praxis for Social Justice Education PDF
Delphi Carstens 25-44
Fabulation as a Pedagogical Possibility: Working towards a Politics of Affirmation PDF
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 PDF
Vivienne Bozalek, Michalinos Zembylas 62-85
Participating Unequally: Student Experiences at UWC PDF
Lindsay Anne Clowes, Tamara Shefer, Sisa Ngabaza 86-108
Participatory Parity and Epistemological Access in the Extended Curriculum Programmes PDF
James Windsor Garraway 109-125
“Translanguaging” as a Socially Just Pedagogy PDF
Ellen Hurst, Msakha Mona 126-148
The Potential for Posthuman Insights to Effect Socially Just Pedagogies PDF
Brenda Leibowitz, kibashni Naidoo 149-164
Diffracting Reflection: A Move beyond Reflective Practice PDF
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 PDF
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 PDF
Marguerite Muller 208-236