Journal of Culture and Values in Education

Impact and Influence of Teachers on the Lives of Migrant Children

Prachi Lahiri — 2025-02-15

Millions of Indians migrate from their homeland either lured by better prospects or just to survive the subsistence crisis. Poverty, lack of employment, dismal state of the economy, lack of opportunity, depletion of natural resources, occurrence of natural disasters, lack of cultivable land and low agricultural output are some of the ‘push factors’ from the place of origin. ‘Pull factors’, such as better employment options, higher earning facilities, and better working conditions, draw migrants to a new destination like the metropolitan cities. Education of the children of these migrant workers is severely compromised in this movement. The present education system of India is largely suitable for the settled population and does not cater to the underprivileged migrant children. Language, caste, religion and grade appropriate age are some of the other impediments faced by these children to acquire education. Civil Society Organizations and Non-Government Organizations run schools or day-care facilities to ensure continuity in their education. The teachers working with the children in these schools play an important role at the grassroot level to bridge the gaps in their learning. They provide them with a safe space to receive education. This paper highlights the challenges faced by these teachers and the possible reasons behind these difficulties. It also focusses on the opportunities created by the NGOs and CSOs to empower these teachers to provide a better environment for teaching and learning. Multiple perspectives from both teachers and CSO management representatives have been incorporated. It enriches the data triangulation by including diverse viewpoints and experiences. Quantitative data was gathered through questionnaires, and qualitative insights were obtained through interviews. CSOs and their dedicated team of teachers play a crucial role in providing education to children from migrant families, by raising the standard of primary education and provide an inclusive environment.

Culture for Education: Influence of Initiation Rites on the Behaviour of Male Learners at Schools

Abisha Kaseke — 2025-02-15

Understanding the effects of initiation rites and how they influence male students’ behaviour at school is an essential component of education. It is consistent with the idea that understanding the impact of circumcision rites on male students may encourage contact between initiates and teachers at school. If the reason for the negative side of behavioural change is not identified, it may persist or worsen, harming teaching and learning. The article contributes to the extensive debates around initiation and how it socializes young male students. Furthermore, even though initiation is widely practised worldwide and in South Africa, limited research has been conducted to determine whether initiation affects the behaviour of male students at school. The study used qualitative interpretive phenomenology to establish the perspectives on the behaviour of male initiates at school. Semi-structured interviews were conducted with twelve participants, learners, educators from one high school, and four traditional leaders in the Eastern Cape province. Findings revealed that educators observed undesirable behavioural changes in some initiates. This information suggests that traditional leaders should work with schools to address the challenge of initiates’ behaviour.

Student Support Services in Postgraduate Education: Reflecting on My Personal Experience in My Doctoral Studies Journey

Thulani Andrew Chauke — 2025-02-15

Student support services are critical to academic achievement, research competency, and prompt completion of postgraduate education, especially at the Ph.D. level. The degree of assistance provided by supervisors to Ph.D. candidates, as well as the support services provided by the faculty and institutional research office, are important elements determining the successful completion of doctorate studies within a specified timeframe. Effective student support services along the Ph.D. journey, help applicants overcome emotional and psychological problems while achieving their academic goals. This autoethnographic reflexivity study argues that the retention of doctoral candidates in South Africa’s higher education system hinges on the support provided to postgraduate students. To reflect on my personal experience and assess the support I received from my supervisor during my doctoral studies, which enabled me to meet my deadline at a South African institution of higher learning, the persistence that I had demonstrated during my doctoral studies, and effective strategies of supporting PhD students based on my personal experience, this study employs an autoethnographic reflexivity approach. Thanks to my supervisor’s assistance during my Ph.D., I was exposed to a broader research environment, enabling me to expand beyond my thesis and complete my work on time. To aid Ph.D. candidates in their studies, I present practical solutions based on my own personal experience in the concluding section of this study.

Investigating the Factors Contributing to the Underrepresentation of Female Lecturers in STEM Disciplines at a TVET College

Lucia Harmse — 2025-02-15

South Africa has prioritized science and technology studies as key sectors for national economic growth. Despite the increasing importance of science, technology, engineering, and mathematics (STEM) education in today's world, gender disparities persist in these fields. This study aims to examine the underrepresentation of female lecturers in STEM fields at a technical and vocational education and training (TVET) college in South Africa. STEM education in TVET colleges has the potential to support innovation, productivity, and economic development, yet women remain underrepresented due to ingrained biases that deter them from pursuing STEM-related careers. The study employs a theoretical framework based on social cognitive theory and gender stereotype threat, examining how gender stereotypes affect perceptions of capability and impact career choices. An active case study research design was used, involving one-on-one interviews with male and female lecturers, followed by three focus group sessions with lecturers and female engineering students. The analysis shows that gender stereotypes are prevalent in this context, with participants indicating that these stereotypes and associated biases are ingrained from an early age, shaping career decisions. The study findings reveal that gender norms and systemic barriers continue to hinder women's success in academia within the TVET sector.

Must know Grade 8 Technology Education Concepts and Vocabulary

Lucy Sibanda — 2025-02-18

Explicit vocabulary instruction is key to building conceptual understanding as words carry domain concepts. The value of explicit vocabulary instruction is lost in the absence of a principled isolation of the right words to give focused attention. The key or ‘must-know’ vocabulary should find expression and resonance in all languages. The present study, a precursor to an empirical study on the extent to which African languages can handle concept vocabulary in the teaching of Technology, isolates the key must-know Grade 8 Technology Education vocabulary in English. Vygotsky’s (1986) theory of scientific concept development informed the distinction between scientific and everyday concepts. Ha and Hyland’s (2017) Technicality Analysis Model (TAM) and its five levels of technicality informed the judgment-based methods that were used to determine key Technology Education vocabulary at Grade 8 level. Over and above the model, some criteria emanated from the defining characteristics, the contextual clues, as well as Chung and Nation’s (2004) four-step rating scale. The criteria applied yielded 80 key vocabulary, largely technical and substantive and bearing threshold concepts. The study recommends combining the words of the Tier 3 with the more general academic vocabulary of the Tier 2 to narrow the instructional focus and increase the conceptual understanding of the teaching of Grade 8 Technology.

The Pathway to Full Professor: Associate Professor Women's Institutional Concerns

Sylvia L. Mendez — 2025-02-18

The route to tenure is often clear and well-defined, while the path to full professor is notoriously described as ambiguous and elusive, which raises questions and uncertainty on how to be promoted. In order to explore institutional concerns expressed by associate professor women in science, technology, engineering, and mathematics (STEM) and social and behavioral sciences (SBS) regarding the pathway to full professor, interviews were conducted with members of the Belayers Network at the University of Colorado Colorado Springs (UCCS). The Belayers Network consists of STEM and SBS associate professor women and is designed to support their promotion to full professor through opportunities to come together for informational, tangible, and emotional resources. An instrumental case study with a pragmatic theoretical lens was employed for this study. Interviews were analyzed inductively and resulted in five themes: (1) Full professor promotion criteria are ambiguous; (2) Teaching and service expectations are too high; (3) Lack of research collaborators inhibits scholarly output; (4) Scarce research-related resources are a persistent struggle; and (5) Mentoring and support are absent. The academy may find it instructive to understand better associate professor women’s institutional concerns about the pathway to full professor and possible ways to offset the obstacles toward achievement. Additionally, pragmatic solutions and implications are offered to mitigate these concerns in the context of UCCS. This research is sponsored by a National Science Foundation ADVANCE Adaptation Award.

Artful Dialogue: Moving towards an Alternative Peace Education Pedagogy

Sarah Huxley — 2025-03-03

At scale, limited research considers arts-based practice as research towards understanding how local and indigenous cultural art forms can facilitate dialogue with and between children and youth, educators, and policymakers to advance everyday peacebuilding. This paper presents a conceptual framework for a pedagogy, ‘Artful Dialogue,’ which begins to respond to how cultural forms can be used for dialogue and create alternative spaces for peacebuilding efforts and curricula development. It encourages an adaptive, emplaced, and intergenerational peace education pedagogy in non-formal, informal, and formal post-conflict learning contexts. The framework draws from the learnings and findings of the ‘Mobile Arts for Peace’ (MAP), a four-year applied research project (2020-2024). Artful Dialogue proposes a value system foregrounding process, relationality, plurality, and a pang of hunger for qualities of experience before product/outcome. It suggests a different ontological and epistemic focus for peace (art) education, one that understands engaging with art forms as dialogic communication that is expansive, generative, and impactful in and of itself. The framework considers three optics: deepening adaptations of indigenous art forms, disrupting space and emplaced dynamics, and reframing intergenerational relations. Artful Dialogue moves towards creatively revealing and transforming structures and situations of violence stemming from harmful social norms.

Congested Lectures: A Case for Educational Quality

Bulelwa Makena — 2025-03-03

The intricacy and the rapport between overcrowded lecture halls and educational quality is considered a point of focus for this paper. As this paper examines how overcrowded lecture halls affect teaching and learning quality, the study aims to explicate the relationship between overcrowded lectures and the quality of education rendered thereof. Despite numerous studies conducted, little is noted in the literature on promoting class size reduction policies. Three purposefully nominated participants were interviewed as data informants to gather data. This identified cohort seemed the most relevant are university lecturers experiencing the glitches of congested lecture halls. The study findings indicate that overcapacity in lecture halls results in (i) lessened academic performance and (ii) narrowed student interaction. This paper recommends that there is an urgent need to foster an academic climate that is conducive to student success and gratification.

Conceptualizing Culturally Responsive Science Teaching within a Values-driven Curriculum Perspective: Utilizing Ubuntu and Eziko as Indigenous Theoretical Frameworks

Eyitayo Julius Ajayi — 2025-03-06

Current literature expeditions re-echo earlier sentiments among teacher education scholars on the need to make classroom science teaching culturally sensitive. However, there is a scarcity of studies that comprehensively incorporate culture as a structural and mechanistic influence informing research and policies in science education. Against the background of a values-driven perspective of the National Curriculum Statement (NCS), the article proposes a novel approach to understanding culturally responsive science teaching (CRST) within the South African educational context by examining it through the lens of Indigenous cultural values, specifically Ubuntu and Eziko. In this context, Indigenous theories such as Ubuntu and Eziko, which are deeply intertwined with cultural values, offer valuable perspectives for conceptualizing CRST. As an Indigenous African philosophy, Ubuntu embodies a collection of knowledge, values, and practices to enhance human interconnectedness and dignity. Similarly, Eziko emphasizes the spirit of connectedness, humility, and respect, facilitating the co-creation of new knowledge. Suggestions were given for the meaning-making of these cultural values in terms of their Indigenous underpinnings in relation to CRST within the context of a science classroom. Through examples and theoretical insights, the article demonstrates how incorporating Ubuntu and Eziko principles into science teaching practices can enhance student learning outcomes and promote fundamental values enshrined in the post-apartheid South African Constitution. Overall, the article presents a holistic view of CRST that acknowledges the cultural nuances inherent in educational settings, particularly in South Africa. It underscores the importance of incorporating Indigenous cultural values into science education for more meaningful learning experiences.

Probing Beneath the Iceberg: An Exploration of Factors Attributed to Offenders’ School Dropout in South Africa

Siphelele Mbatha — 2025-03-06

The high rate of offenders’ school dropout in South Africa and worldwide stresses the need for in-depth studies to explore its causes. While numerous studies highlight adult and juvenile offenders’ exorbitant formal school dropout rate, little has been done to probe beneath this ‘dropout iceberg.’ This paper sought to explore the factor(s) to which offenders’ formal school dropout rate can be attributed. From the interpretivist epistemological stance, qualitative data were collected through semi-structured interviews with five (5) purposively sampled adult offenders to address the question: What factors cause adult offenders’ formal school dropout in South African correctional centre facilities? Framed within the case study research design, the study inferred findings from the thematic approach toward data analysis. Huttler’s (2000) wellness model was used as the framework underpinning the study. Emanating from data collected were four prominent yet intertwined factors to which offender formal school dropout could be attributed, i.e., institutional hurdles to offenders’ formal school, language barrier as the demoralizing factor for offenders who are not competent in the instructional language, correctional officers’ attitudes towards education and unacceptable remarks towards offenders as well as prison situational factors. The researchers recommend using multilingual pedagogies, restructuring the draft transfer policy, and correctional officers’ workshops whose central focus is the importance of correctional education in the rehabilitation process.

Professional Development Needs for School Leaders: A Case of Lesotho Secondary School Principals

Buhle Stella Nhlumayo — 2025-03-06

School principals are expected to become exceptional leaders due to the rapid upsurge of transformations in the education system. Although they are regarded as agents of change, principals are not adequately equipped to handle the management roles. This qualitative study explored Lesotho secondary school principals’ perceptions of their professional development and the need to enhance leadership. This study used the constructivism paradigm as a lens and was underpinned by complexity leadership theory. A multiple case study was adopted, and data was generated from five secondary school principals in five schools using semi-structured interviews and purposive sampling. Thematic data analysis was used to analyse data. The findings revealed that principals need capacitation in the use of the latest technologies as well as the skills to manage school finances. The findings further revealed that principals need empowerment with conflict management and basic school leadership skills. This paper recommends structured capacity-building programs from the Ministry of Education and Training on different aspects of leadership and management of schools. This paper recommends that the Ministry of Education and Training continuously review school principals’ professional development needs to organise structured, regular and appropriate professional development programs to assist them in their leadership roles.

Crossing The Bridge to Leadership: A South African Experience of Female Principals to Secondary School Leadership

Ntsika Dyantyi — 2025-03-06

A democratic South Africa assured equality to all individuals irrespective of gender, religion, beliefs, or race. Nonetheless, women’s representation in leadership roles remains unequal compared to men, particularly in the secondary school landscape. The study used a qualitative research approach, through semi-structured interviews, and respondents were selected through the purposive sampling technique. The study findings revealed that entrenched gender stereotypes, insufficient mentorship, and political and union biases significantly hinder women's career advancement in principalship positions. Despite possessing the necessary qualifications and skills, female principals often confront biases that question their competence and authority. This paper recommended that there is a need for systemic reforms to address these barriers, promote fair and merit-based selection processes, and establish supportive networks for female educators. The findings of this study contribute to the discourse on gender equality in educational leadership and inform initiatives aimed at promoting the advancement of women in South African secondary school leadership roles.

Black African Students’ Social and Academic Identities in South African Universities Vis-à-Vis Student Drop Out: A Social Justice and Philosophical Perspective

Siyanda Mluleki Kenneth Cele — 2025-03-06

This article examines the factors that influence the decisions of university students such as complexities of the application process, geographical location and financial constraints. It also explores the reasons behind student dropout which include inadequate secondary education, burnout, lack of social support, experiences of racism, poor academic performance and university culture. The literature review identifies a gap in research on Black African university students, particularly their integration into the university system. Poverty, alienation, financial difficulties, a lack of readiness, racial background, racist experiences, university culture, language problems, and a curriculum that reflects colonial legacies are some of the causes that lead to student dropout. By applying Tinto’s theoretical framework, the article provides insights into the challenges students face in South African universities. Tinto’s theory of student departure posits an intricate interaction between academic and social elements which influence student retention and persistence in higher education. Success for students depend on social integration, which includes developing deep connections with classmates, lecturers, and academic staff. Participating in coursework, creating productive study habits, and utilizing academic support networks are all components of academic integration. Research conducted in South Africa has brought attention to the difficulties Black African students encounter in academic settings, including bias, discrimination, and unfavorable experiences. According to our research, the subpar higher ecosystem has a disproportionately negative impact on young people and students from working-class homes, failing to appropriately prepare them for higher education spaces. Furthermore, the education system in South Africa is perceived as unfamiliar and alienating for Black African students entering historically White universities, thereby perpetuating social inequalities.

Supporting South African Parents of Children with Learning Difficulties: Psychological Strategies and Resources

Ntombophelo Sithole-Tetani — 2025-03-06

Learners in South Africa experience barriers to learning, including but not limited to dyslexia, dysgraphia, and dyscalculia. A school psychologist or educational psychologist usually diagnoses these learning difficulties if the child is at a public school, and the parents can afford to pay for the assessment if the child is at an independent school. These children may struggle to read, write, and spell in English, yet most learning support is in English. Parents of children with these learning difficulties may experience various challenges. The article utilized A narrative literature review, an extensive consolidation, and integration of existing research on a specific issue, providing an overview of significant discoveries and their interconnectedness. Therefore, the researcher has employed a narrative literature review to find and analyze the data. Findings revealed that a child’s learning difficulties can significantly affect their parents, often giving rise to increased levels of stress and anxiety, as well as reduced confidence in their capacity to support their children’s learning. However, a supportive community, which can include family, friends, and other parents of children with learning difficulties, can protect against risk factors and enhance the resilience of these parents. This support can come from emotional support, practical help, or sharing of experiences. Furthermore, psychoeducation of parents about different psychological difficulties, including their causes, symptoms, and suggested courses of treatment, has been found to reduce symptoms of depression in these parents.

Postcolonial Perspectives on Disability Management at South African Universities

Ndakaitei Manase — 2025-03-06

The transformation of disability management in South Africa is significant in shaping access, participation, and success of those with disabilities, given the country’s political history of segregation and systemic inequalities. The imperative to decolonise disability management arises from recognising that current practices, including diagnosis, responses, identities and identifying students qualified for reasonable accommodations, are profoundly influenced by Western ideologies and frameworks. It is essential to approach disability management through a lens that prioritises cultural responsiveness, supports Indigenous languages, considers the intersectionalities of disability, and contextualises response programmes to suit the unique needs of students with disabilities. This perspective aligns with the calls for decolonisation in the higher education system in South Africa, where institutions are striving to dismantle colonial legacies, promote indigenous knowledge systems, and create a more inclusive and equitable educational environment for all students. This conceptual article problematises existing theories and models that frame disability management in higher education in South Africa. It provides perspectives on disability management in higher education, with a strong emphasis on the transformative role of postcolonial thinking in reshaping policies to be more inclusive and culturally sensitive, with the ultimate aim of enhancing the educational experiences and outcomes for students with disabilities.