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| Title: | Special issue on sustainable rural learning ecologies: border crossing |
| Editors: | Mahlomaholo, Sechaba Nkoane, Milton M. |
| Year: | 2015 |
| Periodical: | Journal of Higher Education in Africa (ISSN 0851-7762) |
| Volume: | 13 |
| Issue: | 1-2 |
| Pages: | 246 |
| Language: | English |
| City of publisher: | Dakar |
| Publisher: | Codesria |
| Geographic terms: | Africa Lesotho South Africa |
| Subjects: | primary education secondary education rural areas teacher education indigenous knowledge mathematics education |
| External link: | https://www.jstor.org/stable/jhigheducafri.13.issue-1-2 |
| Abstract: | This special issue of the Journal of Higher Education in Africa brings together a number of the papers presented at the 6th International Colloquium on Sustainable Rural Learning Ecologies (SuRLEC)/Sustainable Learning Environment (SuLE) which was held from 29-31 October 2014 at the University of the Free State, South Africa. Focus and discourse at the colloquium was on rurality and rural education. Contributions: Surpassing the spectre of impossibility: ideational impoverishment and the quest for sustainable rural learning ecologies in Africa (Ato Kwamena Onoma); Using indigenous games to teach problem-solving in mathematics in rural learning ecologies (Tshele John Moloi); Sustainable rural learning ecologies: a pathway to acknowledging African knowledge systems in the arena of mainstream of knowledge production? (Milton M. Nkoane); Exploring strategies to strengthen continuing professional development of teachers in rural South Africa (Cias T. Tsotetsi and Sechaba Mahlomaholo); An investigation into the effectiveness of the university curriculum in preparing pre-service technology teachers (Sylvia M. Ramaligela, Ugorji I. Ogbonnaya and Andile Mji); 'From cradle to grave': transforming South Africa's learning ecologies (Lebusa Monyooe); Improving the quality of education among rural learners through the use of open and flexible approaches in Lesotho's secondary schools (Thabiso Nyabanyaba); Transformative autonomy: mixed notes from teachers to higher education (Willy Nel); School-university partnerships for professional development of teachers: a case of lesson study intervention in mathematics (Maleho D. Letloenyane and Loyiso C. Jita); Strategies and outcomes of involving university students in community engagement: an adaptive leadership perspective (Dipane Hlalele, Desiree Manicom, Julia Preece and Cias T. Tsotetsi); Creating sustainable learning environments for professional curriculum leadership through information and communication technologies (Molaodi Tshelane and Sechaba Mahlomaholo); Accounting teacher preparation: a critical accounting perspective (Makeresemese R. Qhosola); Creating effective postgraduate learning environments: an analysis of an intervention from realist social theory (Sechaba Mahlomaholo). [ASC Leiden abstract] |
