Journal of Culture and Values in Education <p><strong><em>Journal of Culture and Values in Education</em></strong><strong><em>&nbsp;(JCVE) (E-ISSN:</em></strong><em> <strong>2590-342X)</strong></em> is an international, peer-reviewed, open-access academic e-journal for cultural and educational research. The journal is published twice a year (June &amp; December) in online versions. The journal accepts article submissions online through the website of the journal which can be reached at <a href=""></a> &nbsp;&nbsp;</p> <p>The overarching goal of the journal is to disseminate original research findings that make significant contributions to different areas of education, culture and values of different societies. The aim of the journal is to promote the work of academic researchers in the humanities, cultural studies and education.</p> <p><strong>Focus and Scope</strong></p> <p>The topics related to this journal include but are not limited to:<img style="float: right;" src="/public/site/images/btarman/JCVE1.jpg" width="374" height="485"></p> <ul> <li class="show"><em>General Education </em></li> <li class="show"><em>Cognition, Culture and Values</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Cross-cultural Learning in Education</em></li> <li class="show"><em>Cultural Studies in Education</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Language and Culture</em></li> <li class="show"><em>Popular Culture and Education</em></li> <li class="show"><em>Identity Politics &amp; Minorities</em></li> <li class="show"><em>Race &amp; Ethnicity in Education</em></li> <li class="show"><em>Immigration/Migration</em></li> <li class="show"><em>Multicultural Education</em></li> <li class="show"><em>Popular Culture &amp; Cultural Studies</em></li> <li class="show"><em>Transnationalism in Education</em></li> <li class="show"><em>Citizenship and Policies of Integration</em></li> </ul> Journal of Culture and Values in Education en-US Journal of Culture and Values in Education 2590-342X <p>This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license (<a href="" target="_blank" rel="noopener"></a>).&nbsp;&nbsp;</p> COVID-19 and the Quest for Reconfiguration of Disciplines: Unpacking New Directions <p>This theoretical editorial piece sets the tone for a special issue that focuses on teasing new directions during and after the COVID-19 pandemic. The piece is underpinned by bricolage thinking, and we seek to show that it is essential to reimagine various educational disciplines in order to meet new challenges and opportunities presented by COVID-19. In doing so, we are convinced that the relationship between a serene scholarly quest and applied space has to be re-examined. Thus, to reimagine a better world during and post COVID-19, cross-disciplinarity is no longer an option for humanity, instead, it is essential, to ensure the collective efforts needed to address the pressing issues of the day. We end this editorial section by arguing that new strategies that are adopted need to be shared across disciplines and faculties, to reinvent multidisciplinary or interdisciplinary approaches to addressing human crises.</p> Bekithemba Dube Alfred H. Makura Alfred M. Modise Bulent Tarman ##submission.copyrightStatement## 2022-03-28 2022-03-28 5 1 i viii 10.46303/jcve.2002.12 Virtual Management of Students' Unrest During the COVID-19 New Normal: The Need for an Innovative Approach <p><em>COVID-19 has changed the face of universities in terms of their operation, which include but are not limited to teaching, learning, researching, and management system. This does not exclude the management of students’ unrest. Despite the COVID-19 inversion, students’ unrest did not stop; instead, it took a more sophisticated dimension. Such dimension includes virtual protest and virtual meetings with the use of social media, among others. This significantly affects the culture of teaching and learning and also attempt to blackmail the image of the universities. Therefore, this conceptual paper aimed to respond by proffering an up-to-date management style suitable to managing student unrest during COVID-19. The argument is located within Diffusion of Innovation Theory to understand the university stakeholders' behaviour and adaptability to new ways of doing things during the COVID-19 inflicted change. The study argued the need for a change in the management styles towards managing students’ unrest. The challenges that hinder the university towards effective management of virtual protest/unrest and the possible solutions to the new methods of students’ protest/unrest was also presented. The study recommends, among others, the incorporation of strategic leadership and communication in the universities' management styles to meet the unavoidable dynamics of human behaviours in the system.&nbsp; &nbsp;</em></p> Bunmi Isaiah Omodan ##submission.copyrightStatement## 2022-03-25 2022-03-25 5 1 1 12 10.46303/jcve.2022.2 South African Female Academics’ Work from Home Experiences during the COVID-19 Pandemic: Challenges and Opportunities <p><em>The COVID-19 pandemic has triggered pedagogical ramifications in many higher education institutions. The Work from Home (WFH) phenomenon as an offshoot of this development has not been adequately investigated in so far as female academics experienced it. This paper reports on ten female academics’ WFH instructional experiences with blended learning during the COVID-19 pandemic era. The WFH concept has necessitated the ‘virtualisation of pedagogy’ through blended teaching and learning of academics. The sample was purposively extracted from some higher education institutions in Gauteng, Free State and Eastern Cape Provinces of South Africa. The sample for this study was purposively selected irrespective of geographical location or ‘status’ of the institution. Each female academic responded to an open-ended structured questionnaire whose questions broadly focused on: their understanding of the Working From Home (WFH) phenomenon; the influence of home environment on their academic activities and the place of blended learning in a South African Higher education context. The data were collated and analysed for its content with supporting excerpts to discern and support themes. The female academics viewed WFH as relocating offices to their homes with the attendant plethora of academic challenges this entailed. The WFH constrained their abilities to complete academic activities particularly instructional related ones. Be that as it may, the pandemic has presented female academics with opportunities for professional growth through the blended mode of learning and newer perspectives on the apparently shifting gender roles. Such opportunities promote female academics’ quest for the reconfiguration of education pedagogy and gender autonomy in higher education post COVID-19. </em></p> Alfred Henry Makura ##submission.copyrightStatement## 2022-03-25 2022-03-25 5 1 13 22 10.46303/jcve.2022.3 Online Teaching and Learning Experiences of Higher Education Lecturers and Students in the COVID-19 Era: A Leap to Digital Pedagogies? <p>The swift transition from face-to-face contact to online learning due to coronavirus (COVID-19) in teaching and learning is unprecedented on the globe, fraught with a myriad of challenges, and many developing economies being hardest hit. However, several efforts have been made, albeit at different levels in the various parts of the world to adjust and to continue with tuition under the difficult circumstances. The study intends to determine the potential of online teaching and learning in a developing country to propose a more applicable and sustainable integration of information and communication technologies (ICT) in teaching and learning in crises and unforeseen circumstances. The study was conducted as a survey based on a case study of a tertiary institution. The objective was to find out lecturers’ and students’ experiences of online instruction since the beginning of lockdown periods due to COVID-19 in early 2020 so as to map future trajectories. The major findings include a lack of digital literacy among both lecturers and students; inadequate data and properly functioning gadgets; resistance to change revealed in limited adoption on the part of both lecturers and students despite efforts to provide training being made; a lack of systematisation of integration of ITCs in teaching and learning making commitment to transition to online modes difficult; a lack of commitment to attending online sessions and plagiarism in assignments by students. However, adequate commitment to online instruction is crucial to embrace the fourth industrial revolution.&nbsp;</p> Rachel Moyo Sizakele Ngidi Mojalefa Koai Papi Lemeko ##submission.copyrightStatement## 2022-03-25 2022-03-25 5 1 23 42 10.46303/jcve.2022.4 A Changing World and a Changing Teaching Practice Model for Zimbabwe in a Post Covid-19 Context <p>The advent of Covid-19 in March 2020 and its declaration by WHO as a global pandemic led to a closure of schools which, in turn, affected the Teaching Practice (TP) component of the 3-3-3 teacher education model. This research sets out to establish alternative TP models when face to face interaction is impossible. In doing so, the study analyses Zimbabwean teacher education TP policy with regard to how it might remain relevant in the post Covid-19 context without compromising its quality. The study was carried out at a teachers’ college in the Midlands Province. It utilises online focus group discussion, interviews, and document analysis to generate data. Through the lens of content and discourse analysis, the study unpacks the professional arguments presented by college lecturers who forged onwards and redirected teacher education in the post Covid-19 context. It emerges that a TP model which accommodates supervision and assessment based on video recorded lessons is a good alternative to traditional face to face supervision. College lecturers certainly regard the TP component of teacher education as crucial and, therefore, not simply to be left in the hands of school-based supervisors. Furthermore, online supervision and assessment is possible regardless of internet access challenges. The study recommends that colleges utilise both traditional and online based supervision where applicable. Student teachers are encouraged to video record lessons during the periods they have learners, so that the video recorded lessons could be used for their supervision and assessment when learners are unavailable. Further studies could consider the feasibility of a larger scale online TP supervision model.</p> Shoorai Konyana Modise Alfred Motalenyane ##submission.copyrightStatement## 2022-03-26 2022-03-26 5 1 43 58 10.46303/jcve.2022.5 The Experiences of Higher Education Students with Disabilities in Online Learning during the COVID-19 Pandemic <p>Although institutions of higher learning had been gradually exposed to blended and online methods of learning, most of them still preferred and utilised traditional, face-to-face learning for various reasons. As a result of the COVID-19 pandemic that caused lockdowns in countries worldwide, blended or online learning became more important to enable continuity of education. The inevitability of change during the pandemic and the hurried paradigm shift from traditional methods of learning came with different implications to institutions of higher learning. Online learning experiences have been extensively researched, however, they have not been adequately focused on students with disabilities. Students with disabilities are expected to be accommodated in learning environments at institutions of higher education. Using the Social Model of Disability, the study elucidates the experiences of students with disabilities of an institution of higher education in South Africa with online learning. The study is crucial in that it determines the extent to which online learning promotes inclusivity. Data was collected using semi-structured interviews and analysed using thematic analysis. The study concluded that online learning has both advantages and disadvantages for students with varying disabilities. Students with mobility and visual disabilities preferred online learning, which allows them to study in the comfort of their residences while students with intellectual disabilities preferred traditional/contact methods of learning. Most participants indicated that their online lecturers are not aware of their disabilities and thus, their methods of instruction and assessment are not as inclusive.</p> Nomzamo Dube Lulekwa Baleni ##submission.copyrightStatement## 2022-03-28 2022-03-28 5 1 59 77 10.46303/jcve.2022.6 Reinforcing the Role of ICT in Enhancing Teaching and Learning Post-COVID-19 in Tertiary Institutions in South Africa <p>The use of Information Communication Technology (ICT) in higher education is becoming more and more prevalent with the over-proliferation of technological development we find ourselves in. The educational landscape in South African tertiary institutions has been affected by the COVID-19 pandemic, resulting in increased use of ICT. In turn, this has transformed these institutions' teaching, learning, and research. Central to this transformation has been challenges facing both teachers and administrators, including the need for a great demonstration of the value of ICT through improved output on teaching, learning and research. This paper examines the use of ICT in enhancing teaching and learning in South African tertiary institutions during and post COVID-19. Using an extensive secondary review approach, the report observes that ICT has been widely embraced in tertiary institutions during the COVID-19 pandemic lockdown. However, a minority of students and lecturers still lack the technological expertise to utilise modern technologies. In addition, limited funding in some rural universities hinders the purchasing of modern ICT equipment to support teaching and learning in tertiary institutions. The paper recommends increasing the value of ICT usage in the teaching and learning process post-COVID-19. Regular workshops and in-service training of both teaching staff, students and administrators in pedagogical issues and administration should be increased.</p> Elvin Shava ##submission.copyrightStatement## 2022-03-28 2022-03-28 5 1 78 91 10.46303/jcve.2022.7 Reimagining Responsible Research Innovations Regarding Professional Teaching Standards for Curriculum Practice <p>Applying teacher capabilities is widely considered to be a technique for enriching the quality of teaching in all teaching spaces, worldwide. Education reformists have a responsibility to ensure that education accommodates the best interests of all learners. Standards depend largely on teacher capabilities and the context of a country. This paper reflects on responsible research innovation techniques that are crucial for improving teacher capabilities and advancing professional standards that are needed to improve education in South African schools. An architecture theory, which draws heavily on the famous quotation of Adolf Loos, was used as the main lens for the study. Critical participatory action research (CPAR) was used to generate data. CPAR was preferred, since it pilgrimages three principles of responsible research innovations, that is, recognising participants, establishing professional learning communities, and engaging in critical reflection that deliberately embraces capabilities, to address the inequalities that characterise the context of the South African education space. Critical discourse analysis was used to arrive at the following broad findings: (i) A practical learning experience must be created for all teachers; and (ii) Teacher training institutions are central to edifying teacher capabilities. The paper concludes with a recommendation that the preconfigured standards for professional teaching practices should be reconfigured to involve a de-hierarchical list, and to avoid decontextualized performance and false dichotomies.</p> Molaodi David Tshelane ##submission.copyrightStatement## 2022-03-28 2022-03-28 5 1 92 105 10.46303/jcve.2022.8 From War Studies to Peace Building and Social Transformation at the University of Zimbabwe in the Post-COVID-19 Era: New Directions <p>This paper uses a positive peace lens to examine the evolution of the War and Strategic Studies (WSS) degree curriculum, to the degree in Conflict, Peace Building, and Social Transformation (CPST) at the University of Zimbabwe in the year 2021, by considering the global pandemic and seeking new directions in the field. The paper addresses two questions: 1) What changes and factors provoked the change in direction, from the WSS curriculum to CPST, and 2) What are the potential benefits of repackaging the war and strategic studies degree programme? The paper argues that the paradigm shift accommodates pandemics like the COVID-19 which configured social, political, and economic patterns of life, and a new direction emerged, that is, a change of focus from negative to positive peace. Among the reasons for curriculum changes, from WSS to CPST, was the desire to give the programme a human face, and to align the degree so that it promotes the positive peace and sustainable development needed to address trajectories associated with emerging nonviolent threats to humanity – such as a global pandemics. Lastly, we see the new direction of the CPST as a counterhegemonic strategy to address confrontational and militaristic approaches to human conflict. COVID-19 has reminded us that confrontational politics are slowly becoming irrelevant for addressing the ambivalence of life, and in the struggle to contain global pandemics, which pose new threats to peace, security and development.</p> Baldwin Hove Bekithemba Dube ##submission.copyrightStatement## 2022-03-28 2022-03-28 5 1 106 121 10.46303/jcve.2022.9 Systematic Review of Study Designs and Methods of Research on Disability in South African Higher Education Institutions Amidst COVID-19 (2020-2021) <p>The purpose of the study was to assess the study designs and methodological approaches of published works on disability in South African higher education institutions from 2020 to 2021. A systematic review was performed as a method to achieve this. The reporting of this systematic reviews was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards. Electronic searches of Bielefeld Academic Search Engine, EbscoHost, ScienceDirect, Scopus and Wiley Online Library were conducted of electronic works published in English from January 2020 to December 2021. Publications of empirical research on disability in any South African higher education institution where data were collected during COVID-19 were included. Non-peer-reviewed publications, which explicitly indicated that data were collected before March 2020, did not have a South African higher education institution as a study site and were a desktop-only research or conceptual papers were excluded. Three studies were included ultimately. Ten elements were chosen for analysis based on the research purpose. The findings show that disability research has predominantly used qualitative designs and methods; an exploration that involves people with disabilities throughout the research process is limited and the inclusion of researcher positionality is limited. Arguably, this study is the first systematic review of empirical studies on disability in South African higher education since the start of the COVID-19 pandemic. The results support the need for a trajectory towards the use of more diverse research designs and methods.</p> Sandra Makwembere ##submission.copyrightStatement## 2022-03-28 2022-03-28 5 1 122 143 10.46303/jcve.2022.10 STEM Education Practical Work in Remote Classrooms: Prospects and Future Directions in the Post-Pandemic Era <p>Practical work is pivotal for the development of important skills inherent to science, technology, engineering, and mathematics (STEM) education. Through practical work, learners engage in skills that include critical thinking, problem-solving, and inquiry-based learning, which are important outcomes of STEM education. Given the rise in significance of remote learning as reinforced by the COVID-19 pandemic, there is a need to reimagine the facilitation of practical work for learners. This paper uses the preferred reporting items for systematic reviews and meta-analyses (PRISMA) qualitative research design, an interpretive paradigm, and a mix of connectivism and community of inquiry (CoI) frameworks to explore the facilitation of STEM education practical work in remote classrooms. A systematic meta‑analysis of purposively selected papers using the preferred items, techniques of identification, screening, eligibility, and inclusion, and published between 2017 and 2021, was conducted. The following key words were used to conduct a search using Google Scholar:<em> STEM practical work + STEM education in remote classrooms + Practical work in remote classrooms + STEM education in online classrooms + STEM education in virtual classrooms + Virtual practical work + Teaching STEM and COVID-19 + Practical work and COVID-19</em>. Fifty papers were identified, of which fifteen were included in the study. Thematic content analysis techniques were used to analyze the papers. Five strategies to facilitate STEM practical work in remote classrooms were identified and the findings point to the prospects and future directions of practices in facilitating practical work for learners remotely.</p> Maria Tsakeni ##submission.copyrightStatement## 2022-03-28 2022-03-28 5 1 144 167 10.46303/jcve.2022.11 Impacts of Covid-19 Pandemic on Selected Rural University Students’ Emotional Lives: A South African Perspective from a Global Study <p>The emotional lives of students are paramount in that it influences their learning abilities as well as their academic performance. The COVID-19 pandemic seems to have affected the emotional lives of students, especially those in rural areas. This study explored the impact of COVID-19 on the emotional lives of students in a selected rural university in South Africa. A quantitative research approach was adopted whereby questionnaires were used to collect data from 274 undergraduate students who were selected through simple random sampling technique. Data was analysed using descriptive statistics and themes. The study findings indicate that many of the students are no longer as joyful and hopeful as they used to be because they are not in touch with their fellow students nor with their lecturers. Students are frustrated, with rising degrees of anger and anxiety. The study recommends, amongst other things, the need for the services of counsellors to be engaged at the rural university so that students can receive counselling regarding these problems.</p> Chinaza Uleanya Jogymol Alex ##submission.copyrightStatement## 2022-04-08 2022-04-08 5 1 168 182 10.46303/jcve.2022.15 Transformations in Higher Educational Institutions: A Review of the Post-COVID-19 Era <p>The COVID-19 epidemic was initially experienced in China, in a city called Wuhan (December 2019), and Europe, the USA and Australia were not left behind. South Africa was the worst-hit country, with a total of 88,914 deaths recorded on October 24, 2021, and like many other countries of the world, it suffered the loss of human lives and livelihoods. In 2021, almost 65,000 South Africans had been lost to the pandemic. This pandemic has destabilised systems and processes that define human existence, thereby wreaking havoc on many facets of human life, with education being predominantly affected. COVID-19 has fostered global readjustments in education with the advent of online teaching or, as referred to in some studies, emergency online education. This paper examined many of the challenges faced by students and lecturers, including adaptation problems among lecturers and students, internet connectivity issues, an unconducive teaching and learning workspace, and associated health risks. This study also reviewed positive developments that took place since the onset of the COVID-19 pandemic, such as the WiSeUp Moodle Training, academic discourse, and capacity development. In addition, it is suggested that researchers carry out further studies on the effects of COVID-19 with reference to teaching and learning. The paper concludes by reviewing the positive and negative teaching and learning outcomes of the transformations that Higher Educational Institutions underwent after the onset of the COVID-19 pandemic.</p> Oluwayemi IbukunOluwa Odularu Mandisa Eunice Puzi Kholekile H. Ngqila Tolulope Ayodeji Olatoye ##submission.copyrightStatement## 2022-04-08 2022-04-08 5 1 183 194 10.46303/jcve.2022.13 Health Course Lecturers Managing Online Teaching in a Historically Disadvantaged University in South Africa: The Raging Waves <p>The emergence of the coronavirus pandemic (COVID-19) required the sudden closing of educational institutions to save lives. Universities had to adopt and adapt to new teaching strategies to ensure that no learner was left behind. The purpose of this study is to describe the challenges experienced by university lecturers teaching health courses in adopting online teaching strategies. The objective of the study is to explore challenges experienced by university health course lecturers in a university from South Africa in managing online teaching platforms and the strategies employed by them to enhance online teaching. The study adopted a qualitative interpretative phenomenological approach engaging six purposefully sampled lecturers teaching health courses in a historically disadvantaged university in South Africa. Data were obtained through online methods such as blackboard meetings, in addition to face-to-face and telephone interviews. Preliminary findings revealed both positive and negative experiences in offering health courses online. Positive experiences included flexible time management, fuel-saving, and multi-tasking. Negative experiences included challenges such as lack of experience in designing online content, lack of knowledge to create a conducive teaching environment, students’ incapacity to engage in learning tools, poor lecturer-student interaction, and difficulty integrating theory into practice. So far, it has been concluded that a sudden shift to online teaching needs to consider the skill-level of lecturers, learners, and the courses offered. A one size fits all approach may not be an option.</p> Tshimangadzo Selina Mudau Livhuwani Tshivhase Moreoagae Bertha Randa ##submission.copyrightStatement## 2022-04-10 2022-04-10 5 1 195 210 10.46303/jcve.2022.14 Integrated Music Education in Primary School: A Position Paper <p>Owing to a number of reasons, including COVID-19, the life skills subject in South African primary schools, which includes music education, has been sent backstage to make space to accommodate the ‘more important’ subjects such as literacy and numeracy. This was not advocated by the Department of Basic Education but rather a way for teachers to ensure that they cover all their important work in reduced time. An important manner to reduce time spent on teaching in silo’s, is by using arts-integrated teaching, as with integrated teaching, various topics from different subjects can be covered simultaneously, albeit in a creative manner. This position paper is important as it can provide lecturers, teachers, and curriculum planners and implementers with a framework for the planning of integrated teaching. Integrated teaching in all its variances is known, yet very few teachers implement it owing to various reasons, including insufficient training. The author provides insight into the process of designing an integrated teaching programme. This study was executed using the appreciative inquiry model as a framework and provides feasible and interesting ideas for teachers for successfully using musical arts to enhance teaching and learning.</p> Eurika Jansen van Vuuren ##submission.copyrightStatement## 2022-04-22 2022-04-22 5 1 211 222 10.46303/jcve.2022.16