Saloshna Vandeyar

TL;DR: In this paper, the authors identify the beliefs, perceptions and attitudes about assessment that student teachers bring with them to courses that are designed to equip them to teach in ways that are consistent with current curriculum trends in South Africa.

TL;DR: In this article, the authors analyse South Africa and Zimbabwe's postcolonial legislations and policies that affect the educational access, participation and outcomes of pregnant and parenting girls of school going age, and argue that although the observed policy institutionalisation in both countries is an important measure in democratising formal schooling for girls who could fall pregnant while at school, that alone is inadequate without strategies aimed at confronting the negative traditional, social and cultural variables that militate against pregnant girls who choose to pursue their educational aspirations through the formal school system.

TL;DR: In this article, a qualitative case study set out to understand how students from different racial and ethnic backgrounds interpret their own experiences as they shared their personal space in a university residence with people who had previously been seen as the out-group.

TL;DR: The authors explored the socio-cultural experiences of Black female immigrant students in South African schools and found that the sociocultural context of South African schoolscapes represented a site of contamination and shame; was marred by conflict and contained elements that worked towards the erosion of cultural and social mores of black female immigrants students.

TL;DR: South Africa has become the host country of destination not only to immigrants from the Southern African Development Community (SADC) region, but also from countries such as India, Pakistan and Sri...