THEME: COVID 19 and the Quest for Reconfiguration of Disciplines: Unpacking New Conversation in Quest for post-COVID 19


Dr. Bekithemba Dube

School of Education, Studies University of the Free State, South Africa. 

Prof. Alfred Makura

Central University of Technology, South Africa.

Dr. Alfred Modise

Central University of Technology, South Africa.


The world has entered into unprecedented speed of change, which could not have been imagined pre-COVID 19. The pandemic has forced people to find new ways to co-exist and/ or re-imagine life. In addition, the pandemic has bluntly reminded humanity of the fragility of some of our most basic human-made systems, discipline and ways of doing things. Academic disciplines have not been spared from this COVID catastrophe; each day presents new trajectories that require a rethink of our practices for relevance in addressing the lived realities in an ambivalent world.  For example, in education, schools are implementing rotational learning to avoid overcrowding, and engagement of assistant teachers to mitigate lost learning time. Thus, the special issue interrogates the foregoing to establish new direction which curriculum and policy makers should pursue for effective teaching and learning.  In addition, the relationship between serene scholarly quest and the applied space has had to be reexamined. Cross-disciplinary is no longer an option but a most. Thus, changes happening and new strategies adopted need to be shared across disciplines and faculties to reinvent multi-disciplinary or interdisciplinary approaches in solving human crisis.

The Journal of Cultures and Values in Education wishes to dedicate the special issue on new way of research practice, the new research partnerships and conversations, and the emerging scholarly directions as way to forge reconstruction of life in and post COVID 19 issues.  The symposium will critically examine old boundaries and converse around the craft of research and science in the new normal. It is clear in the new normal that policy-makers, educators and communities must make highstakes choices today—and any decisions should be guided by shared principles and visions of desirable collective futures.

 The contributors can focus on various issues related to the theme and it may involve the following;

  • Transforming higher education and new directions in the post COVD-19 era
  • Rotational schooling and its effects on teaching and learning
  • Teacher capabilities and new demands for teacher education
  • Recurriculusation of teacher education post COVID 19
  • Economic Education and new directions
  • Blended and virtual Management of staff: challenges and opportunities in education
  • Engaged Science: Is it an odd expectation?
  • The teaching of STEM education practical work in remote classrooms
  • Online learning in rural ecologies and new directions
  • Economic and management sciences and COVID 19: new directions
  • New understanding of human sciences, the social contract and meaning
  • University as a virtual space and new directions in education
  • Student activism in the context of COVID 19 and new directions


Interested contributors are requested to submit their abstracts to the editors: Dr Bekithemba Dube via;  Prof Alfred Makura on  and Dr Motalenyane Alfred Modise on response will be provided within a maximum of three days, upon which you will be requested to prepare and make your submission. The Journal will only accept papers of high quality exhibiting understanding of theory as applied in various discipline within the special issue. Submission, author’s guidelines, including formatting and referencing (APA) could be found here:


  • A succinct title
  • Author/s name/s
  • Author/s institutional affiliation
  • Contact details
  • An abstract (250 words) includes a brief introduction of the problem, the importance/purpose, the contribution to knowledge, the methodological approach and key findings if available.
  • Five keywords


  • 30 September, 2021: Deadline for submission of abstracts
  • 20 October, 2021: Final date for acceptance of abstracts
  • 30 November , 2021: Final date for submission of articles
  • 30 December, 2021: Peer review report
  • 25 January, 2022: Final date for submission of revisions
  • 15 February 2022: Publication


  1. Only a similarity rate of 10% or less will be considered for review (All manuscripts submitted will be screened for plagiarism by Turnitin).  
  2. All articles need to be language edited before submission for review. Proof for language editing should be attached on submission.
  3. Authors must meet all the requirements specified in the Author Guidelines:


 Dr Bekithemba Dube (University of the Free State)

 Dr Bekithemba Dube is a senior lecturer at the University of the Free State. He is the program director for Foundation and Intermediate Phase. He is prolific researcher in education, religion and politics in post-colonial Africa. He has in the past 2 years published over 40 articles and has received various awards for being the top research in the faculty of education. He has published a book on Post- Colonial Religio-Political and Religious Education in Crisis, the case of Zimbabwe, South Africa and Tanzania.

Prof Alfred Makura (Central University of Technology)

Alfred Henry Makura (Ph.D.; PGDHET; M.Ed.; CFL; B.A.Ed.; Dip. Agric. Ed.) is a TAU fellow (Teaching Advancement at University) and Associate Professor in the Department of Postgraduate Studies (Education) at the Central University of Technology in South Africa. His areas of speciality and interest are in education particularly female education leadership and management, curriculum development, gender studies, and professional development in higher education. Prof Makura previously worked as senior academic development practitioner at the University of Fort Hare, and extensively as principal lecturer at Morgenster Teachers' College, an Associate College of the University of Zimbabwe, and at the Zimbabwe Open University. He has published three books, two book chapters, numerous peer reviewed journal articles and presented numerous papers at local and international conferences. Prof Makura is passionate about issues of female educational leadership, teacher education and economic development in general. He has over the years has graduated several postgraduate graduands at all levels. He is external examiner of Master and Doctoral candidates for several South African universities and the Africa sub-region. Alfred is a reviewer of articles for several international academic journals and sits on some editorial boards. He is a member of some prominent international professional organisations and associations and a recipient of several research grants and accolades.

Dr Alfred Molise (Central University of Technology)

Dr. Motalenyane Alfred Modise is a Senior Lecturer at Central University of Technology (CUT) in Free State Province, former Departmental Manager, former Acting Assistant Dean: Teaching and Learning and currently Assistant Dean: Research, Innovation and Engagement at CUT. His research interests include accounting, transformation and change, pre-service teachers’ development, pedagogical content knowledge, HIV/AIDS, and education in rural areas. He is the member of the following committees: Member of Senate, Title Registration Committee, Faculty research committee, Faculty board member, University Research & Innovation, Research Forum and Ethical Committee.  He has proven himself as a scholar by presenting papers in the national, international conferences, publishing papers in different Journals and supervise masters and PhD students.