Inclusion and Decolonising Praxis
This programme focuses on research regarding the enhancement of the capabilities of diverse individuals, groups, and institutions. The programme investigates the repertoire of strategies for working with a wide range of individual differences and creating caring, enabling and inclusive contexts which allow individuals to flourish. Differences include national origin, age, race and ethnicity, religion, belief, gender, marital status, socioeconomic status, educational background, training, disability, and personality. Research about capabilities and inclusion places dignity at its core, emphasising people as ends, not means who should be enabled to achieve the plans and goals they have reason to value.
Recent publications
2023Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa.
Nel. M., Hay, J., Bekker, T., Beyers, C., Pylman, N., Alexander, G. & Matoti, S.
Frontiers in Education2023Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system.
Van Staden-Payne, I. & Nel, M.
Frontiers in Education2022A novel proposal to use thinking maps to embed Blooms’ taxonomy within teaching, learning, and assessment.
Bunt, B. J., Grosser, M., & Van Tonder, D.
Journal of Cognitive Education and Psychology2022Predictors and correlates of South African university students’ perceptions of metrosexuality as an acceptable form of contemporary masculinity.
Rothmann, J., Piitso, K., & Nell, W.
South African Review of SociologyMembers
