Sadhana Manik

• D.Ed
• Professor (Associate) at University of KwaZulu-Natal

This chapter provides an argument to include IKS and strengthen IKS in ESD change projects. The authors used an exploratory qualitative instrumental case study design to investigate the role and integration of IKS in the ESD change projects. The data was generated from reflection sessions with teachers held during professional development workshops...

Land dispossession and reform are volatile issues in contemporary South Africa. With the transition to democracy in 1994, the post-apartheid government considered the implementation of land reform as a vehicle to redress the injustices and inequalities in South Africa. This article focuses on how two discourses (social and political) on land dispos...

The South African government anticipates significant economic benefits from proposed shale gas fracking, including job creation, cheaper electricity, and reduced reliance on coal. However, the high water needs of fracking, its potential impact on freshwater resources, and other associated social and environmental risks for over one million indigeno...

The Making of Teachers in the Age of Migration aims to unravel entrenched hegemonically-induced hindrances and barriers to internationally acquired teaching competencies' recognition processes. With curricula of teacher education – like school curricula – remaining highly affirmative of localized traditions and styles of reasoning, in times of migr...

In Sub-Saharan Africa, climate change is evident due to the frequency of drought cycles. This paper explores the Environmental Education (EE) efforts for reducing the impact of climate change in drought prone Gwanda district, Zimbabwe. The paper focuses on how climate change mitigation and adaptation stakeholders within the community can initiate E...

South Africa remains the largest emitter of carbon dioxide, a greenhouse gas, in Africa. As such despite the glowing government policy documents addressing climate change, efforts towards achieving the targets of the sustainable development goals (especially SDG 13) at grassroots level remain significant. We identified relevant published articles a...

The purpose of the article, which is a comparative study, is to explore climate change discourses in South African and Norwegian geography textbooks by addressing the following questions: What policy discourses of climate change can be identified in the textbooks? How is the climate change content of geography textbooks influenced by predominant di...

Geographic Information Systems (GIS) is an exciting development in Geography education locally and internationally. GIS has been part of the senior high school Geography curriculum for over a decade in South Africa. However, matric pass rates in the GIS section of Geography, which is examined in paper 2 of the national examinations, are low. This r...

After becoming a democratic country in 1994, South Africa set a course to overhaul all aspects of society. Education had a transformational agenda to overcome inequalities: first, removing apartheid influences, and second, in being responsive to local requirements of an equal education for a diverse population. To achieve quality education, school...

Gender-based violence is a major concern in South African society and in Higher Education Institutions (HEIs) which demonstrates a need to address this phenomenon. Not much is known about the forms of gender based violence and the places where they occur in these South African educational spaces. The study explored the forms of gender-based violenc...

Public higher education in democratic South Africa comprises an intense ever evolving network of policy, structural processes and human factors collectively working towards improving student retention and enhancing student success. This chapter presents a case study of institutional leadership efforts at the different management levels aimed at stu...

A teaching manual, updated and modernised for the current issues and imperatives of climate change education.

A plethora of discourses have emerged on Zimbabwean migrant teachers in South Africa and on immigrant children in general in contemporary literature. Zimbabwean teachers have been known to migrate to South Africa with their children, however, the acculturative experiences of their accompanying children, remain an under researched area. This article...

Xenophobia is a phenomenon currently permeating migration discourses worldwide. Whilst there has been growing scholarly attention in the Global North, the causes, nature and magnitude of xenophobia in countries the Global South remains underrepresented in the literature. After the end of apartheid in 1994, South Africa became an attractive destinat...

The largest number of foreign teachers in South Africa come from Zimbabwe and there is some literature on their experiences. The purpose of this article was to explore the survival strategies used by Zimbabwean migrant teachers located in rural schools in one South African province. The current literature does fleetingly reveal that they have exper...

The land reform process in Zimbabwe gave birth to a new type of school known as a satellite school, which emerged due to community requests (in areas populated by land reform beneficiaries) and an inability by government to adequately fund new schools that communities required. Various studies on the emergence of satellite schools have mainly focus...

Teacher migration is a phenomenon that gained international momentum more than eighteen years ago. South Africa was one of the developing countries within the Commonwealth which were greatly affected by the loss of homegrown skills in respect to teacher emigration to the United Kingdom. In the past ten years, however, South Africa has attracted tea...

Widening access has been a buzzword in the arena of South African higher education (HE) since South Africa (SA) became a democratic state in 1994. More than 20 years later, there is agreement that the quantitative aspect of widening access for non-whites (also referred to as Blacks) into HE has tremendously improved. However, the literature reveals...

The direction of higher education in South Africa took a new turn upon South Africa becoming a democracy in 1994. The gist of this trajectory comprised of widening access to the previously disadvantaged, particularly the majority African population. However, it has been argued locally and internationally that widening access is paralleled by challe...

This article examines the ways in which land reform beneficiaries in a selected community use their social networks to support a satellite school. Contemporary literature on the implications of land reform in Zimbabwe revealed a number of perspectives, which include the political, human rights, livelihoods, and agricultural productivity perspective...

Student departure from higher education has become a scourge undermining efforts to increase throughput at institutions in post-apartheid South Africa. It is largely viewed through a national/institutional ‘rates’ lens. When students have been participants in studies their voices have been subdued methodologically. This article reports on the cause...

Zimbabwean teachers are the largest cohort of foreign teachers in South Africa. This paper explores Zimbabwean immigrant teachers’ migration experiences in South Africa after fleeing from socio-economic and political strife in Zimbabwe post 2000. The data draws from the findings of two studies (one qualitative and the other mixed methods) undertake...

South Africa entered the international labour market on becoming a non-racial democracy in 1994. The transnational migration of teachers from South Africa to developed countries such as the UK reflects international labour trends, with professionals from developing countries in the global south migrating to gain better professional and lifestyle pr...

Research on students’ views is a relatively new trend in assessment literature, more so locally (in South Africa) than internationally. This article examines university students’ views of their summative assessments and academic results, and what they perceive to be influencing their academic results. The study used a qualitative approach and was u...

Time - space compression has contributed to a substantial increase in migration worldwide. Professionals and service industry employees are most prone to transnational mobility at present. The declaration by countries to achieve UNESCO’s Education for All targets by 2015 has led to pressure to attract and employ teachers (locally and from abroad) t...

Incl. bibl., abstract Globalisation has allowed people with scarce skills to cross national borders with ease. Given their specific skills base professionals are prone to trans-national migration. The trend is for professionals from developing countries, such as South Africa, to fill gaps in the labour market in developed countries such as the Unit...

No country is untouched by the forces of globalization (Fancourt Commonwealth Declaration, 1999), which has created a myriad of opportunities for highly skilled professionals by facilitating their swift and dynamic movement across national borders. South Africa (SA) has recently emerged from isolation due to apartheid (1948–1994) and begun particip...

The Upward Bound Programme (UBP) was a model of intervention to redress access of previously disadvantaged students to higher education. Upward bound was conceptualised on the assumption that by exposing school learners to university life and giving them additional academic tuition, their chances of accessing university education will be enhanced....

Globalisation of the world economy has intensified migration in the twenty-first century. Professionals are vulnerable to transnational migration and the trend is for professionals from developing countries to fill labour gaps in developed countries. South Africa's (SA) inclusion in the world labour market suggests that she is not immune. She is lo...

Globalisation of the world markets has paved the way for the movement of people with scarce skills across national boundaries with relative ease. Professionals have been extremely susceptible, given their particular knowledge and skills base. The trend is for professionals from developing countries to fill the gaps in the labour market in developed...

The globalisation of the world markets has paved the way for the movement of people with scarce skills such as teachers across national boundaries with relative ease. This paper focuses on the migration of teachers from South Africa to the UK using a qualitative, ethnographic approach. It argues that there are socio-cultural complexities in the tra...