Category: Conference

17th BOLESWANA Conference in July 2018 in Windhoek, NAMIBIA

17th BOLESWANA Conference in July 2018 in Windhoek, NAMIBIA

The date for the submission of abstracts has been extended to 28 Feb 2018. SAERA is a member of BOLESWANA.
Conference theme: “Research for the Transformation of Teacher Education: Teaching for Equity and Relevance”

BOLESWANA is a research body composed of sister education research associations from Botswana, Lesotho, Swaziland, Namibia, and the new addition, South Africa. This body of international educational research associations holds a biennial symposium that is hosted, on a rotational basis by member associations. The Namibia Educational Research Association (NERA) is hosting the 17th edition of this symposium in July 2017, in Windhoek, Namibia. BOLESWANA symposia bring together experts from the SADC region, Africa and beyond, to share knowledge, experiences and scientific evidence on educational matters. The Symposium is therefore a platform for sharing, reflecting and setting agenda for education improvement.
For more information, go to http://www.unam.edu.na/conferences/boleswana-conference-2018

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Call for SAERA Research Honours Award 2018

South African Education Research Association

Call For SAERA Research Honours Award

In 2017, SAERA launched its inaugural call for the Research Honours award.

The SAERA Research Honours award may be made annually to an individual for an outstanding contribution to educational research in South Africa.

www.saera.co.za

email: rose@saera.co.za

  1. Criteria for SAERA Research Honours award

1.1 The individual has contributed to the development of education research in South Africa over a sustained period of time and has made an exceptional contribution with respect to i) research outputs of consistently high quality (e.g. sustained, excellent post graduate supervision; journal articles and book chapters; edited and sole authored books) and ii) through meaningful service to education research (e.g. role in South African research associations; research innovation/management positions; research development).

1.3 The contribution should promote the transformational agenda of SAERA in terms of research in South Africa.

  1. Eligibility

2.1 The nominee should be a South African citizen/permanent resident.

  1. Process of nomination

3.1 Any SAERA member may nominate an individual for the award.

3.2 The following documents should be submitted to rose@saera.co.za by 31 August 2018:

  1. A completed nomination form (available below) signed by the nominator and nominee.
  2. A nominator’s statement of 1000 words maximum in support of the nomination. The statement should clearly indicate how the nominee has contributed to the development of education research in South Africa.
  3. Supporting documents may be attached to validate the statement if wished.
  4. Evaluation process

The evaluation panel will comprise 2 executive members of SAERA, plus two members nominated by the evaluation panel. Their recommendation will be approved by the full executive of SAERA.

  1. Award

The SAERA Research Honours award will be presented at the annual conference in the form of a framed certificate. The recipient will be sponsored for registration of the conference and will thus receive SAERA membership for the coming year. The recipient will be expected to present an overview of their work at the conference

Click below for nomination form

Call for SAERA Research Honours_ Award 2018 Nomination form>

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SAERA BEST DOCTORAL THESIS AWARD 2017

SAERA BEST DOCTORAL THESIS AWARD 2017
This year’s award was won by Dr Bruce Damons from Nelson Mandela University. He was nominated by his colleague Dr Deidre Geduld for his thesis entitled “A COLLABORATIVELY CONSTRUCTED PROCESS MODEL FOR UNDERSTANDING AND SUPPORTING THE WORK OF THE COMMUNITY VOLUNTEER IN A COMMUNITY SCHOOL”. He was promoted by Prof Lesley Wood, with Dr A Witten as his co-promoter. This thesis was judged by all three examiners as making an important international contribution to the field of school leadership and community-based research and was accepted by all without any required changes (not even technical ones!). The thesis explored how community volunteers could be recruited, supported and sustained to assist a community school operating in difficult socio-economic conditions in achieving basic school functionality. Following a Participatory Action Learning and Action Research (PALAR) design, he recruited 15 community volunteers and formed an action learning set where they collaboratively sought to understand the processes and conditions needed to recruit, support and sustain community volunteers and their involvement in the school. Transcripts and visual artefacts from the action learning set meetings and a focus group meeting of the school management team were analysed to generate data, complemented by secondary sources, such as documents. This participatory approach to data generation allowed the voice of every participant to be heard; agency was increased through active participation; and the sense of affiliation to the group was deepened. The iterative design of the research process further ensured that the participants also engaged in a critical discourse analysis of the emerging data, of which the trustworthiness was enhanced through the use of dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect; equality and inclusion; democratic participation; active learning; making a difference; collective action; and personal integrity.
The findings revealed that community volunteers did add immense value to the school by supporting teaching and learning processes. However, the community volunteers also harboured expectations of material support and opportunities to develop skills. In addition, the study revealed that the hierarchical culture and structures present in most South African schools need to become more democratic and collaborative, with those working to make the school more functional, including community volunteers, being valued, acknowledged and supported. The participants also constructed their understanding of what a community school should be and do and how it should serve the interests of the children from the community. A process model was constructed from these findings regarding on ways to recruit, sustain and support community volunteers involved in community schools, specially designed so that schools could adapt it to suit individual contexts. In addition, a manual of the process model was generated so that the participants could facilitate other schools to implement it.

Filed under: Conference

Call for SAERA Research Honours Award

South African Education Research Association

Call For SAERA Research Honours Award

In 2017, SAERA launched its inaugural call for the Research Honours award.

The SAERA Research Honours award may be made annually to an individual for an outstanding contribution to educational research in South Africa.

www.saera.co.za

email: rose@saera.co.za

  1. Criteria for SAERA Research Honours award

1.1 The individual has contributed to the development of education research in South Africa over a sustained period of time and has made an exceptional contribution with respect to i) research outputs of consistently high quality (e.g. sustained, excellent post graduate supervision; journal articles and book chapters; edited and sole authored books) and ii) through meaningful service to education research (e.g. role in South African research associations; research innovation/management positions; research development).

1.3 The contribution should promote the transformational agenda of SAERA in terms of research in South Africa.

  1. Eligibility

2.1 The nominee should be a South African citizen/permanent resident.

  1. Process of nomination

3.1 Any SAERA member may nominate an individual for the award.

3.2 The following documents should be submitted to rose@saera.co.za by 31 August 2018:

  1. A completed nomination form (available below) signed by the nominator and nominee.
  2. A nominator’s statement of 1000 words maximum in support of the nomination. The statement should clearly indicate how the nominee has contributed to the development of education research in South Africa.
  3. Supporting documents may be attached to validate the statement if wished.
  4. Evaluation process

The evaluation panel will comprise 2 executive members of SAERA, plus two members nominated by the evaluation panel. Their recommendation will be approved by the full executive of SAERA.

  1. Award

The SAERA Research Honours award will be presented at the annual conference in the form of a framed certificate. The recipient will be sponsored for registration of the conference and will thus receive SAERA membership for the coming year. The recipient will be expected to present an overview of their work at the conference

Click below for nomination form

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Keynote speakers

Keynote speakers

We have three keynote speakers:

Achille Mbeme

Achille MbembeProfessor Achille Mbembe, born in Cameroon, obtained his Ph.D in History at the Sorbonne in Paris in 1989 and a D.E.A. in Political Science at the Institut d’Etudes Politiques (Paris). He was Assistant Professor of History at Columbia University, New York, from 1988-1991, a Senior Research Fellow at the Brookings Institute in Washington, D.C., from 1991 to 1992, Associate Professor of History at the University of Pennsylvania from 1992 to 1996, Executive Director of the Council for the Development of Social Science Research in Africa (Codesria) in Dakar, Senegal, from 1996 to 2000. Achille was also a visiting Professor at the University of California, Berkeley, in 2001, and a visiting Professor at Yale University in 2003. He has written extensively in African history and politics, including La naissance du maquis dans le Sud-Cameroun (Paris, Karthala, 1996). On the Postcolony was published in Paris in 2000 in French and the English translation was published by the University of California Press, Berkeley, in 2001. In 2015, Wits University Press published a new, African edition. He has an A1 rating from the National Research Foundation.

Marie Brennan

Marie BrennanMarie Brennan started work in education as a Humanities teacher in Victorian technical schools. She subsequently moved to the Access Skills Project Team in the Curriculum & Research branch of the Victorian Department of Education, working with teacher action research around questions of literacy, numeracy and social justice. She then co-led the Victorian School Improvement Plan, engaging teachers, parents and students in School Self-Evaluation across the state. After gaining her PhD, Marie moved to the university sector, with stints at Deakin, Central Queensland, Canberra, University of South Australia (where she had a five year term as Dean) and Victoria Universities. She is now an honorary Professor at VU, an Adjunct Professor at the University of South Australia and Professor Extraordinary at Stellenbosch University in South Africa. She has researched and published on democratic and participatory research, curriculum, teacher education and social injustice in education.

Richard Tabulawa

Richard TabulawaProf Richard Tabulawa graduated from the University of Botswana with a BA (Humanities) degree in 1985 having majored in English and Environmental Science. The following year (1986) he graduated from the same institution with a Post-Graduate Diploma in Education (PGDE). He taught briefly at Swaneng Hill School, Serowe before joining the University of Botswana in 1987 as a Staff Development Fellow (SDF). In 1989 he graduated from the University of Manchester (UK) with a MEd (Curriculum Development). In 1992 he enrolled with the University of Birmingham (UK) graduating in 1995 with a PhD in Education. Since then he has been lecturing at the University of Botswana where he served as Head of Department between 1996 and 2000 and Dean of the Faculty of Education between April 2009 and May 2015.

He was promoted to the rank of Senior Lecturer in 1998 and to that of Associate Professor in 2008. Richard has published articles in a number of world-class journals, which include Comparative Education, International Journal of Educational Development, Journal of Curriculum Studies, Globalisation, Societies and Education, International Journal of Qualitative Studies in Education, Higher Education, International Research in Geographical and Environmental Education, and many others. He also has a number of book chapters and a book entitled Teaching and Learning in Context: Why pedagogical reform fails in sub-Saharan Africa published by CODESRIA in 2013. A number of these publications are prescribed readings in universities in the USA, Britain, South Africa, Sweden, Denmark etc.

 

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