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ED-Relevant Publications Since 2013 – Articles and Chapters

 

  • du Plooy, C. P., Thomas, K. G. F., Henry, M., Human, R., & Jacobs, W. J. 2014. The Fear-Factor Stress Test: An ethical, non-invasive laboratory method that produces consistent and sustained cortisol responding in men and women. Metabolic Brain Disease, 1-10.
  • Human, R., & Thomas, K.G.F. 2015. Key processes in memory. In J. Hassim (Ed.), Psychology: Themes and variations, South African edition. South Africa: Cengage Learning
  • Human, R., Thomas, K.G.F., Dreyer, A., Amod, A. R., Wolf, P. S. A., & Jacobs, W. J. 2013. Acute psychosocial stress enhances visuospatial memory in healthy males. South African Journal of Psychology, 43 (3), 300-313.
  • Hurst, E. 2016. Navigating language and education: the ‘colonial wound’ in South Africa. Language and Education. 30(3).
  • Hurst, E. 2015. ‘The thing that kill us’: student perspectives on language support in a South African university. Teaching in Higher Education 20(1) 78-91.
  • Luckett, K. (2016) Making the Implicit Explicit: the Grammar of Inferential Reasoning in the Humanities and Social Sciences Universal Journal of Educational Research 4(5): 1003-1015 DOI:10.13189/ujer.2016.040510
  • Luckett, K. (2016) Curriculum Contestation in a Post-colonial Context: a view from the South, Teaching in Higher Education: Special Issue: Curriculum as Contestation, Vol.21 No.4 pp.415-428. http://dx.doi.org/10.1080/13562517.2016.1155547
  • Luckett, K. & Hunma, A. (2013) Making gazes explicit: facilitating epistemic access in the Humanities in Journal of Higher Education, Special Issue 67: 183-198 DOI 10.1007/s 10734-013-9651-7 Available: http://link.springer.com/article/10.1007%2Fs10734-013-9651-7/fulltext.html
  • Morreira, S. 2015. ‘Steps Towards Decolonial Higher Education in Southern Africa? Epistemic Disobedience in the Humanities.’ Journal of Asian and African Studies. Published Online First: No Volume Number Yet Available. DOI: 10.1177/0021909615577499 
  • Morreira, S. 2015. ‘Notes on gatekeepers and the production of knowledge in and about the postcolonial Humanities.’ Anthropological Notebooks 21 (2): 97–100.
  • Morreira, S. 2015. ‘Debating Gender in the Classroom: Black Consciousness and the Politics of Knowledge in South Africa.’ Africa Files AtIssue Ezine Vol 16, No.4
  • Morreira, S. 2015. ‘South African Students Must be Given the Chance to Write What they Like.’ The Conversation.com (& re-printed in UCT Daily News; Rhodes University Teaching and Learning News); 4 June.
  • Roisin F. Kelly-Laubscher & K. Luckett (2016) Differences in Curriculum Structure between High School and University Biology: The Implications for Epistemological Access, Journal of Biological Education, DOI: 10.1080/00219266.2016.1138991
  • Wolmarans, N., Luckett, K., & Case, J. (2016). Investigating principles of curriculum knowledge progression: a case study of design in a civil engineering degree programme. In P. Vitale & B. Exley (Eds.), Pedagogic Rights and Democratic Education: Bernsteinian explorations of curriculum, pedagogy and assessment. Routledge: Abingdon pp. 87-102  ISBN: 978-1-138-89809-7
  • Forthcoming
  • Hurst, E. Hierarchies and coloniality: students' language ideologies and attitudes in Cape Town. Submitted to Southern African Journal of African Languages.
  • Hurst, E., Madiba, M. & Morreira, S. (submitted) Surfacing and valuing students’ linguistic resources in an English-dominant university. In: David Palfreyman & Christa Van Der Walt (eds) Academic biliteracies.
  • Luckett, K & Naicker, V.  2016. Responding to misrecognition from a (post)-colonial university. Critical Studies in Education (in press)
  • Morreira, S. ‘Students Imaginaries of the Future in post-Apartheid South Africa: Higher Education in a Time of Neo-Liberal capitalism.’ African Studies [journal article]
  • Conference presentations
  • Hurst, E. 2014. Reading groups in the Humanities Education Development Unit. Teaching and Learning Conference, UCT, Cape Town, 20th October.
  • Hurst, E. Madiba, M & Morreira, S. 2014. Towards a pedagogy of engagement: validating students’ voices in higher education. International Society for African Philosophy and Studies, Cintsa, 29th May- 1st June.
  • Human, R., Westwood, S. A., & Henry, M. (2015, September). Africa-centred material and academic behavioural confidence. Paper presented as part of a panel at the African Philosophy: Past, Present and Future Conference, Johannesburg.
  • Human, R., Westwood, S. A., & Henry, M. (2016, March). Academic Behavioural Confidence of First Year Humanities Extended Degree Students. UCT Teaching and Learning Conference (2015 deferred), Cape Town.
  • Hunma, A., Hurst, E., Kallon, I., Luckett, K. & Morreira, S. 2013. Supporting mainstream literacies in an extended degree programme. Teaching & Learning Conference, University of Cape Town, 21st October.
  • Luckett, K. Responding to misrecognition from a (post)-colonial university Putting Social Cohesion on the Development Agenda, Poverty & Inequality Initiative, 7 & 8 December 2015, University of Cape Town, (under review Critical Studies in Education).
  • Luckett, K. Gazes and Lens in the Postcolony: An Analysis of African Philosophies using Legitimation Code Theory at Legitimation Code Theory Colloquium, Breakwater Lodge, Cape Town, 17-19 June, 2015 (under review British Journal of Sociology of Education).
  • Luckett, K. Making the Implicit Explicit: Unpacking inferential reasoning in the Humanities and Social Sciences presented at 42nd International Systemic Functional Congress, 27-31 July, 2015, RWTH Aachen University, Germany (under review Universal Journal of Education).
  • Luckett, K. Curriculum Contestation in a Post-colonial Context: a View from the South at (Re)making the South African University: Curriculum Development and the Problem of Place 17 – 18 April 2015, Rhodes University (invitation from Vice-Chancellor’s Office) (in press Teaching in Higher Education).
  • Morreira, S and Mdlalo, L. 2016. ‘Re-imagining the Curriculum of the Humanities Extended Degree.’ UCT Teaching and Learning Conference 2015: Deferred.  University of Cape Town, 30 March 2016.
  • Morreira, S. 2015. ‘Black Consciousness as Pedagogy: The Strengths and Limitations of Using Steve Biko’s I Write What I Like as a Teaching Tool.’ African Philosophy: Past, Present and Future; co-hosted by the University of the Witwatersrand and the University of Nairobi; Johannesburg, 9 September. 
  • Morreira, S. 2015. ‘Capitalism, ‘Tradition’, and the Role of Education in Students’ Imaginaries of the Future in Post-Apartheid South Africa.’ Anthropology Southern Africa Annual Conference, University of the North-West, Potchefstroom, South Africa. 1 September.
  • Morreira, S. 2015 ‘Steps towards decolonial higher education in South Africa? Researching epistemic disobedience in the postcolonial Humanities.’ Council for the Development of Social Science Research in Africa (CODESRIA) XIV General Assembly, Dakar, Senegal. 10 June
  • Morreira, S. 2015. ‘Creating Knowers and Knowledge in Anthropology.’ Department of Social Anthropology Seminar Series, University of Cape Town, 28 July.
  • Morreira, S. 2015. ‘Interrupting Epistemic Hierarchies: Curriculum Development in the Post-Apartheid University.’ Paper presented at Re-Making the South African University: Curriculum Development and the Problem of Place. Rhodes University Curriculum Conference, Grahamstown, 18 April.
  • Morreira, S. 2015. ‘Steps towards decolonial higher education in South Africa? Researching epistemic disobedience in the Humanities.’ HUMA (Institute for Humanities in Africa) Seminar Series, University of Cape Town, 15 March.
  • Morreira, S and Henry, M. 2014. Designing a Foundation Year for the Social Sciences in an Extended Degree Program.’ UCT Teaching and Lear