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Maximus Monaheng Sefotho

Other affiliations: University of Pretoria
Bio: Maximus Monaheng Sefotho is an academic researcher from University of Johannesburg. The author has contributed to research in topics: Higher education & Inclusion (education). The author has an hindex of 7, co-authored 33 publications receiving 191 citations. Previous affiliations of Maximus Monaheng Sefotho include University of Pretoria.

Papers
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Journal ArticleDOI
TL;DR: This article argued that the researcher's dilemma caused by tendencies to conflate metatheory and paradigm in the crafting of dissertations and these tendencies conflate meta-theory and paradigms in the research process.
Abstract: The purpose of the present paper is to advance arguments that reflect on the researcher’s dilemma caused by tendencies to conflate metatheory and paradigm in the crafting of dissertations and these...

45 citations

Dissertation
06 Apr 2013
TL;DR: In partial fulfilment of the requirements for the degree, the degree was submitted in this paper, with a paper entitled "LEARNING Support, Guidance and COUNSELLING".
Abstract: Submitted in partial fulfilment of the requirements for the degree PHILOSOPHIAE DOCTOR (LEARNING SUPPORT, GUIDANCE AND COUNSELLING)

39 citations

Journal ArticleDOI
TL;DR: Inclusive education (IE) is a global restructuring strategy envisioned to embrace learners with different abilities in mainstream schools as mentioned in this paper, and previous research shows that parent and teacher inclusive education is beneficial.
Abstract: Inclusive education (IE) is a global restructuring strategy envisioned to embrace learners with different abilities in mainstream schools. Previous research shows that parent and teacher inclusive ...

32 citations

Journal ArticleDOI
TL;DR: The study concludes that the term disability or disabled is exclusionary, stigmatizing, and anti-transformational and places upon people with disability the perpetual mark of unattractiveness.
Abstract: Background: Despite its acceptability, the term disability has not been able to shirk the sense of incompleteness, lack, deprivation and incapacitation embodied in the prefix ‘dis-’. The current wave of anti-discrimination on disability issues, calls for constant re-examination of the language and the appellations we use in respect of people with disabilities. Objectives: The aim of this study is to subject the term disability to some relevancy litmus test with a view to prevent it from acquiring Lyotard’s ‘grand narrative’ and to propose and argue for the term ‘differently abled’ because of its transformative and anti-discriminatory slant. Method: The study took the form of a literature review using the optic of Derrida’s hierarchy of binaries and the Sesotho proverb, ‘ Bitso-lebe-ke seromo ’, (A bad name is ominous) to explore the connotations of the term disability as a disenfranchising social construct. Results: Read through the lens of Derrida’s idea of difference, disability as a concept has no inherent meaning and its meaning derives from its being differentiated from other concepts. Viewed through the lens of Bitso-lebe-ke seromo and read in the context of its deep symbolical significance, the term disability holds immense spiritual power. Conclusion: The study concludes that the term disability or disabled is exclusionary, stigmatizing, and anti-transformational. As such it embodies imperfection, incapacitation and inferiority. Not only is it ominous, it places upon people with disability the perpetual mark of unattractiveness. Against this background the term differently abled seems to convey more empowering overtones than the term disability.

19 citations

Journal ArticleDOI
TL;DR: In this article, the authors compare the retrospective experiences of a range of community engagement partners and including the Global Citizenship Practice as a higher education agenda, in order to inform global citizenship practice in higher education.
Abstract: The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including ...

16 citations


Cited by
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01 Jan 2009

7,241 citations

Journal ArticleDOI
08 Sep 1978-Science

5,182 citations

Journal ArticleDOI
TL;DR: The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man.
Abstract: Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

4,595 citations

19 Jan 2016
TL;DR: “Research Design” (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) ว�’หนงสอทเรยบ บายเ“ส’”
Abstract: หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

4,104 citations

Book
01 Jan 2002
TL;DR: This chapter discusses the construction of Inquiry, the science of inquiry, and the role of data in the design of research.
Abstract: Part I: AN INTRODUCTION TO INQUIRY. 1. Human Inquiry and Science. 2. Paradigms, Theory, and Research. 3. The Ethics and Politics of Social Research. Part II: THE STRUCTURING OF INQUIRY: QUANTITATIVE AND QUALITATIVE. 4. Research Design. 5. Conceptualization, Operationalization, and Measurement. 6. Indexes, Scales, and Typologies. 7. The Logic of Sampling. Part III: MODES OF OBSERVATION: QUANTITATIVE AND QUALITATIVE. 8. Experiments. 9. Survey Research. 10. Qualitative Field Research. 11. Unobtrusive Research. 12. Evaluation Research. Part IV: ANALYSIS OF DATA:QUANTITATIVE AND QUALITATIVE . 13. Qualitative Data Analysis. 14. Quantitative Data Analysis. 15. Reading and Writing Social Research. Appendix A. Using the Library. Appendix B. Random Numbers. Appendix C. Distribution of Chi Square. Appendix D. Normal Curve Areas. Appendix E. Estimated Sampling Error.

2,884 citations