Saloshna Vandeyar

TL;DR: The authors explored difficulties and challenges that confront African immigrant teachers as they attempt to reconstruct their professional identities in South African schools and found that immigration status, employment status, attitudes of indigenous learners and holding on to former culture or way of knowing due to lack of induction or mentoring, were impediments to the successful reconstruction of African immigrants teachers' professional identities.

TL;DR: In this paper, the authors explore how academics can become agents of meaningful educational change and social cohesion, by implementing a Pedagogy of Compassion, the education triad comprises the teac...

TL;DR: In this article, a qualitative case study approach was used to understand discrimination experienced by immigrants in their interactions with South African students and the pre-existing racism. But they did not consider race discrimination.

TL;DR: This paper explored socio-cultural experiences of Indian immigrant students in South African schools and found that international acceptance implied a re-negotiation of identities and a reconciliation of cultural ambiguities.

TL;DR: In this paper, the results derived from a quantitative research into the language proficiency of disadvantaged preschoolers within a Griqua community near Christiana in the Free State province (South Africa) with a population of approximately one hundred and fifty families were reported.