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| Vol 14, No 1 (2024) |
Professional development of teachers: Perceptions and challenges of foundation phase teachers |
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Thokozane P. Dyosini |
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| Vol 14, No 1 (2024) |
Interrogating the epistemic dimension for new beginnings in early childhood care and education |
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Hasina B. Ebrahim |
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| Vol 14, No 1 (2024) |
Huge investments, poor outcomes: The impact of violence and trauma on learning |
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Marcina Singh |
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| Vol 14, No 1 (2024) |
Towards decolonisation of primary school education in South Africa |
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Emmanuel S. Akinmolayan, Claudine A. Hingston, Udoh J. Akpan, Omolola A. Arise |
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| Vol 14, No 1 (2024) |
Reimagining a framework for parent involvement in South Africa: Preparing preservice teachers |
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Carmelita Jacobs |
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| Vol 14, No 1 (2024) |
Inequalities in the Cape Flats: Principals’ perspectives on children’s schooling |
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Desire’ Christian, Amy E. Stambach |
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| Vol 14, No 1 (2024) |
Moving beyond a balanced approach to reading instruction – In search of a contextualised alternative |
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Zelda Barends, Chris Reddy |
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| Vol 14, No 1 (2024) |
The posthuman condition: Insights for decolonising curriculum in childhood education |
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Suriamurthee M. Maistry, Petro Du Preez |
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