B Ed (US), B Ed Hons (US), M Ed (NWU), PhD (NWU)

FOCUS AREAS: Language Education and Language in Education – Early Childhood Education / Foundation Phase

BIO NOTE:

Zelda Barends is a senior lecturer and teacher educator in the Department of Curriculum Studies in the Faculty of Education at Stellenbosch University (South Africa). Her research interests are within the broader field of early childhood education (5 – 9 years), with a particular focus on literacy, literacy teacher education, reading, reading instruction in the foundation phase, teacher education and work-integrated learning. She has published in all these areas and publications include journal articles, book chapters and popular articles in professional journals and publications. She lectures on under and post graduate programmes and serves as a research supervisor to master's and doctoral students. 

Zelda Barends is the Associate Editor of Reading & Writing, a peer reviewed, inter-disciplinary and inter-professional scholarly journal that explores how literacy is defined, enacted and promoted in a range of institutional, socio-cultural and disciplinary contexts', particularly within Africa and other developing countries. 

Zelda is a member of the International Literacy Association (ILA), the Literacy Association for South Africa (LITSA) and the Organization for Women in Science for the Developing World (OWSD) and her published research papers has highlighted her work in how the professional training and experience are combined to equip beginning teachers with the knowledge and skills needed for effective literacy teaching.

B.Ed (Hons) (Ghana), M.Ed and MCom (UFH), PGCert Actuarial Science (University of Leicester- UK), and a Ph.D (UFH)

FOCUS AREAS: Neuro-Mathematics, STEM Cognitive Enhancement, Human-Computer Interaction (HCI), AI in Education and Data Modelling

BIO NOTE:

Prior to joining Stellenbosch University, he served as a full professor at both the University of the Western Cape and Nelson Mandela University, where he lead and was developing a cluster (department)/programmes in similar foci and led the STEM Virtual Technologies Research Team respectively. He has also held senior academic positions at the University of Zululand (Acting Head of Department) and the University of Fort Hare (Research Coordinator).

Anass holds a B.Ed (Hons) in Mathematics from the University of Cape Coast, an M.Ed (Mathematics) and an MCom (Information Systems) from the University of Fort Hare, a Postgraduate Certificate in Actuarial Science (University of Leicester), and a Ph.D. from the University of Fort Hare.

His academic career has been characterised by a multidisciplinary approach, integrating fields such as actuarial science, mathematics and statistics cognition, information systems, and privacy in cyberspace, with studies   at institutions like Leicester University-UK, University of Cape Coast, -Ghana and the University of Fort Hare- South Africa.

Anass Bayaga currently serves on the editorial boards for Discover Education- Springer Nature, the African Perspectives of Research in Teaching and Learning (South Africa), the International Journal for Mathematics Teaching and Learning (UK), and Computers in the Schools (Taylor & Francis). He has also had the opportunity to guest edit for the South African Journal of Higher Education. Additionally, he has been involved with the Membership Committee of the Mixed Methods International Research Association (MMIRA) and has served as an independent peer reviewer and evaluator for the Academy of Science of South Africa (ASSAf) for DHET-accredited journals, Council on Higher Education (CHE) and National Research Foundation (NRF).
 

Previously having worked with and currently a Research Associate (RA) at Nelson Mandela University, Anass Bayaga led (leads) the STEM Virtual Technologies research team, focusing on innovative approaches to STEM education through virtual platforms in urban, peri-urban and rural communities.

His research has taken him around different regions, including roles as a visiting researcher at Umea University in Sweden, Michigan State University, and Appalachian State University- US. He was also a Fulbright researcher at George Washington University-US, where he explored cognitive enhancement via mobile computing and applications in STEM through predictive modeling. This area remains a key focus of his current research group.

Currently, Anass Bayaga is engaged in several interdisciplinary research projects, locally and internationally with a particular emphasis on cognitive (neuro) STEM and Human computer interaction/adoption, and application of digital technologies (AI- deep learning, deep neural networks, emerging technologies) in improving teaching, assessment and learning.

His research aims to explore the connections between mathematics and STEAM, focusing on enhancing cognitive skills such as spatial visualisation, mental rotations, attention, memory, information processing, and retention to improve numerical and computational decision-making processes. Additionally, he is interested in cognitive enhancement through dynamic visual tools such as machine learning, Geogebra, Sketchpad, m-learning, deep neural network, MATLAB, SmartPLS, R, JAWS, Blockchain, AI, VR, GIS, XR and AR.

BA Ed (UP), ATCL Speech and Drama (London), MA TESOL (TC, NYC)

FOCUS AREAS: Teacher well-being, online learning environments (OLEs), reflective practice in education, and English as a Second/Additional language (ESL/EAL).​ 

BIO NOTE:

Dr Shannon Bishop-Swart holds a Bachelor of Arts in Education (BA Ed.) degree from the University of Pretoria, an Associate Diploma in Drama from Trinity College in London, a Masters in TESOL from Teachers College at Columbia University, through a Fulbright scholarship, and a PhD in Education from the University of Stellenbosch. She has two decades of local and international teaching experience, teaching English Language and Literature at various ages from senior primary and high school, to adults. She has taught across four continents, holding the positions of Head of English, Deputy Head of Academics and Lead Teacher Trainer and is the co-founder of an international education non-for-profit based in Uganda called PACHEDO. Dr Bishop-Swart’s research interests include teacher education, particularly English Medium Instruction (EMI) in multilingual environments with a focus on teacher well-being and teacher emotions, online learning environments (OLEs), and reflective and reflexive practice in teacher education. She has taught across the four-year BEd English programme and the PGCE English module: Language of Learning and Teaching (LoLT).​​ She currently lectures BEd English Language and Literature 2nd, 3rd and 4th year Intermediate Phase modules, and the BEd Honours: Digital Pedagogy in Language Education module. Before joining the Curriculum Studies department, she was the Intensive English Programme Coordinator at SU's Language Centre, working predominantly with international students intent on improving their English Language skills. In this role she led English Second Language (ESL) teachers across four English programmes (IEP, EAP, TESOL, IELTS).

B Prim Ed (Pre-Primary)(UP); BEd Hons (Ortho-Didactics)(UP); MEd (Didactics)(UNISA); PhD (UP)

FOCUS AREAS: Early childhood and foundation phase education; children’s participation rights, agency and voice; inquiry-based STEAM education 

Dr Linda Bosman (PhD) is a specialist in Early Childhood Education (ECE), with a particular focus on inquiry-based STEAM education and future-oriented, sustainable approaches that foreground children's participation rights, agency, and voice in both practice and research. She is actively involved in undergraduate and postgraduate teaching, and supervises master's and doctoral students working on diverse topics aligned with her research interests. Dr. Bosman has authored several publications on curriculum, pedagogy, and assessment within ECE and presents her work at national and international conferences. In addition to her academic roles, she serves on the editorial board of the South African Journal for Childhood Education (SAJCE) and as president of the South African Research Association for Early Childhood Education (SARAECE).​​

BSc. Ed, BSc (Hons) Botany, MSc and PhD Plant Physiology (RAU)​

FOCUS AREAS: Mathematics, Science and Technology​​​

BIO NOTE:

Dr Marie Louise Botha is a senior lecturer in the Department of Curriculum Studies. She holds a BSc.Ed, BSc (Hons), Master's degree and Doctoral degree in Plant Physiology which she obtained from the former Rand Afrikaans University. She has published research articles in accredited journals and conference proceedings, presented conference papers at various nationally and internationally educational conferences. She has edited, authored and co-authored various chapters in books regarding science teaching and curriculum. Dr Botha is a recipient of a Fulbright scholarship focusing on the role of university-school relationships in enhancing science teacher education and training. Dr Botha participated in the first European Teacher Education Network, Blended Intensive programme. Dr Botha specalises and lectures in Natural Sciences in the BEd programme, Life Sciences and Curriculum Studies in the PGCE and BEd Hons programmes. Her areas of interest includes science teacher education, curriculum inquiry, teaching and learning, and mentorship. Dr Botha is module coordinator for Natural- and Life Sciences in the BEd, PGCE and BEd Hons programmes. She supervises and co-supervise MEd and PhD students, and successfully delivered postgraduate students. She has been an external examiner for numerous PhD and Masters' degree theses. She is a member of the South African Educational Research Association (SAERA) with special interest in teaching and learning. ​

BEd Honours, MEd, PhD

BIO NOTE:

Paseka Blessing Chisale is a lecturer in the Department of Curriculum Studies at Stellenbosch University. He holds a B.Ed. degree with a specialisation in Art Education, a B.Ed. Honours in Assessment and Quality Assurance in Education, and an M.Ed. His PhD research explored a collaborative self-study on the experiences of Creative Arts teacher educators to enhance professional practice.

At Stellenbosch University, he teaches Arts Education and Physical Education. His research interests include arts-based inquiry, Creative Arts teaching practices, the professional development of Creative Arts educators, and creating spaces and places for belonging. He is particularly passionate about fostering intentional spaces for Art Education engagement, where teachers can critically reflect on and enhance their practice.

Before joining Stellenbosch University, he taught Art Education at STADIO School of Education, the University of Pretoria, and the University of the Free State's Faculty of Education. He also serves as the Curator of Learning for the Stellenbosch Triennale, where he facilitated arts-based learning experiences and community engagement. Drawing on his own experiences and research, he aims to bridge the gap between theory and practice, equipping educators with the tools to navigate and enrich Creative Arts teaching.​

M.Ed cum laude (SU), B.Ed Hons cum laude (SU)​

​FOCUS AREAS: Learning Science, Design and Technology Innovation

BIO NOTE:

Delecia Davids is driven by curiosity and seeks to help young people uncover their purpose through learning, coaching and mentorship. She holds a Master's Degree in Education Policy Studies and an Honours Degree in Education Development and Democracy from Stellenbosch University, both of which she graduated cum laude. She is currently a lecturer and early-career researcher at SU, specialising in teacher education related to curriculum innovation, educational technology, and research on student development in co-curricular spaces. Her publications include peer-reviewed journal articles and book chapters, and her educational innovations have been featured in popular media and news platforms such as Carte Blanche, The Insider SA, Expresso and 50/50. 

Her previous work experience includes co-curriculum programme development and research related to student leadership in higher education institutions and consulting work for companies related to e-learning course development. 

Guided by her teaching and research interest, Delecia's involvement in social impact has led her to develop after-school programmes for grade 12 learners which focuses on digital literacy and career readiness. She is also a Board Member of the Mido Foundation, a non-profit in Jamestown, Stellenbosch, which aims to decrease youth unemployment through digital enablement. 

Delecia is a certified Gallup/Clifton Strengths Coach specialising in strengths-based leadership development. She is the speaker curator and licensee role at TEDxStellenbosch, which provides a platform for local ideas worth spreading. Delecia is a Mandela Rhodes Scholar, Stellenbosch and Michigan State University Ubuntu Dialogues Fellow, and a recipient of the Honorary Award from the International Golden Key Society for her academic, leadership and service achievements. 

Delecia also has a deep love for the environment and believes that education is a core aspect of addressing the climate crisis. Because of this, she has been the Curiosity Coach and Programme Developer of Matrics in Antarctica, which has led a nationwide educational competition to find five environmentally conscious grade 12 learners since its inception in 2020. Delecia was a part of the group of students, educators, and world-renowned explorers on the expedition to Antarctica which took place in December 2022. 

Delecia is currently pursuing her PhD in Education, and hopes to provide a nuanced account of education, technology and society as it relates to teacher education.

BSc, HDE (PG Sec), BEd (Hons), MEd (UCT) , PhD (SU)​

FOCUS AREAS:
Science Education

BIO NOTE:

Nazeem Edwards is a senior lecturer in the Department of Curriculum Studies and is a former coordinator of the Postgraduate Certificate in Education (PGCE) programme in the Faculty of Education at Stellenbosch University (South Africa). His research interests are within the broader field of Science Education, with a particular focus on the development of students' conceptual understanding through inquiry-based science teaching. Dr Edwards has a keen interest in the use of computer-based simulations to expose students to multimodal representations of concepts.  He also works collaboratively with colleagues in Chemistry on the SUNCOI project to provide high school students opportunities to learn practical skills in the laboratory.  He has been a member of the South African Educational Research Association (SAERA) since its inauguration in 2013.

FOCUS AREAS:
Teacher education, curriculum development, emancipatory action-research, HIV/Aids education, sport education and religion education.

BIO NOTE:

Omar Esau is a Senior Lecturer in the Department of Curriculum Studies at Stellenbosch University. He started his teaching career at the age of 19 after completing a three-year Diploma in Education at the Hewat Teachers College. During his teaching career of 23 years in the WCED, he acted and served as an Educator, Head of Department, Deputy Principal and Principal. Presently, he serves on the BEd. committee, Equity committee and master’s & doctoral committee in the Faculty of Education. His master's and doctoral students work more broadly in school improvement and teacher development. As a specialist in emancipatory action research and sports and education, he published a book on Checkmating HIV/Aids as a Teacher Researcher in 2010 and recently a novice book - Let’s Play Chess in 2022. In his recent conference presentations and published works, he concentrates on preparing pre-service teachers for the diverse classroom and teaching in a digital age.

B Ed (UKZN), B Ed Hons (UKZN), M Ed (UKZN)

FOCUS AREA: History Education​

BIO NOTE:

Tarryn Halsall is a lecturer in the Department of Curriculum Studies, Faculty of Education at Stellenbosch University. She has been a High School teacher since 2009 and has since joined the Faculty in 2020. During her teaching tenure, she has taught History in both South Africa and Vietnam. Her research interest lies in History education with particular focus on history textbook research. 

MTech (Pentech), PhD (SU), Registered Assessor (ETDP SETA)

FOCUS AREAS: Language & Literacy Education and Training plus Language for Learning  ​

BIO NOTE:

Phumla Kese holds PhD in Curriculum Studies. The coursework of her Master’s degree in Education Management entailed Educational Leadership and Curriculum Studies. She serves in the Faculty of Education at Stellenbosch University. Her PhD work aimed at contributing to the active functioning of indigenous African languages for advancing discipline-specific academic literacy practices in a multilingual higher education setting. Phumla Kese's academic research interests are on the affordance of popular culture, literary art and African theatrical practices as alternative tools and strategies of advancing the act of knowing. Her pedagogical approach is premised on the working of the curriculum relevant for school environments in regard of a co-curriculum in teacher education and training. In her facilitation-of-learning ministry, her work is characterised by a Pedagogy of Presence in which human-centredness is vital. The recent concerns about literacy recovery for Foundation Phase learners in South Africa, prior-during and post the COVID-19 pandemic have drawn Phumla Kese’s attention for philosophical review and practice. She has been formally awarded for her practice and performance in various platforms.​

BSc, HDE (FET), B.Ed (Hons), M.Ed (Science Ed.) (UWC), PhD (SU)

FOCUS AREAS: Curriculum studies, science education, phenomenology​

BIO NOTE:

Prof Oscar Koopman is a Senior Lecturer in the Department of Curriculum Studies at Stellenbosch University where he is responsible for teaching Curriculum Studies on both under- and post graduate programmes and for the supervision of masters and doctoral studies. As a phenomenological scholar, his research is part of a larger enterprise in search of understanding the consciousness of science teachers, learners, academics and students as an evolving system of thought in education. At this stage of his career, he has published two sole-authored academic books titled Science Education and Curriculum in South Africa (Palgrave Macmillan, 2017) and Science Education and Pedagogy in South Africa (Peter Lang, 2018), as well as two co-authored academic books, titled Phenomenology and Educational Research: Theory and Practice (Whale Coast Academic Press, 2020) and Decolonising the South African University: Towards a Curriculum of Self Authentication (Springer Nature, 2023). Additionally, Prof Koopman has published extensively in continental and international journals and chapters in books with both national and international publishers. 

In 2012 he was an invited Visiting Professor to New Orleans University, in the United States and in 2019 yet again as an Invited Visiting International Professor to Brock University in the Niagara Region, in Toronto, Canada where he was also a guest lecturer. In the same year, in 2019, he received the Global Scholar Award from Brock University where he currently serves as an Advisory Board Member of the ‘Teaching Nelson Mandela Project’, which is a collaboration between the Canadian Museum of Human Rights and Brock University. Prof Koopman is also a member of the sub-committee for mathematics and science for teacher education of the Human Resource Development Council (HRDC) in South Africa.

HDE (UWC), DME (UCT), MA (UCT)​

FOCUS AREAS: Mathematics Education​​​​​​

BIO NOTE:

Agatha Lebethe is a lecturer in the Department of Curriculum Studies at the Faculty of Education at Stellenbosch University (South Africa). Her experience and interests in primary mathematics education includes: the encouragement of mathematical thinking, purpose of multiple representations, young children's mathematical recording, the design of maths assessment questions and tasks, the research, the narratives of beginner maths teachers and structure and trajectories within Primary Mathematics Curriculum. 
 

Agatha's research interests include Assessment and Evaluation in Higher Education and the integration of Service Learning as a pedagogical strategy in Pre-service Teacher Education.​

BSc (UWC), HDE (PG)sec, BA, BEd, MEd cum laude

BIO NOTE:​

Lesley le Grange is ʼn uitgelese professor in die Fakulteit Opvoedkunde aan die Universiteit Stellenbosch (US). Hy beskik oor die volgende kwalifikasies: BSc (Universiteit van die Wes-Kaap), HOD (NG Sek), BA, BEd, MEd cum laude (Universiteit van Kaapstad) en PhD (US). Hy begin sy loopbaan as ʼn hoërskool- wetenskaponderwyser en in sy tyd as onderwyser, dien hy ook as departementshoof vir biologie en waarnemende adjunkskoolhoof. Daarna is hy ʼn deeltydse dosent by verskillende universiteite, ʼn kontraknavorser en ʼn vryskut- opvoedkundige konsultant, voordat hy in 1999 in die voltydse akademiese posisie aan die Universiteit Stellenbosch aangestel word.

Aan die Universiteit Stellenbosch dien hy as die voorsitter van verskeie komitees, is ʼn voormalige hoof van die Departement Kurrikulumstudie, dien twee termyne as Visedekaan (Navorsing) van die Fakulteit Opvoedkunde en dien ook ʼn wyle as waarnemende dekaan in dieselfde fakulteit. Hy doseer en doen navorsing op die gebied van omgewingsoopvoeding, wetenskapsonderwys, hoeronderwys, kurrikulumstudie en hoëronderwysstudie.
 

Lesley le Grange het reeds 249 publikasies op sy kerfstok, is die ontvanger van vele akademiese toekennings en dien in die redaksiekomitee van twaalf gerefereerde vaktydskrifte. Hy het al meer as 170 akademiese aanbiedings gelewer (meer as 70 daarvan as die genooide spreker) en talle beroepsontwikkelingskursusse/ ‑werksessies vir universiteitsakademici aangebied. In 2015 word hy tot genoot van die Koninklike Vereniging vir Biologie (Verenigde Koninkryk) en in 2019 tot ʼn lid van die Wetenskapsakademie van Suid-Afrika (ASSAf) verkies. In 2018 word hy deur die Minister van Hoër Onderwys, Wetenskap en Tegnologie as lid van die Hoëronderwysraad (HOR) aangewys en in 2023 word hy vir ʼn tweede termyn aangestel. Hy word ook in 2021 deur die Minister van Basiese Onderwys as raadslid van die Suid-Afrikaanse Raad vir Opvoeders (SARO) aangewys. Ná twee dienstermyne as die visepresident, word hy in 2020 tot president van die Internasionale Vereniging vir die Bevordering van Kurrikulumstudie (IVBKS) verkies. In 2022 word hy in die Raad van die Universiteit Stellenbosch aangestel. Lesley le Grange word as ʼn internasionaal bekroonde navorser deur die Nasionale Navorsingstigting (NNS) gegradeer en het as sameroeper van die spesialis- NNS-graderingskomitee vir Opvoedkundepaneel 1 gedien. Hy het ook as voorsitter van verskeie navorsingsbefondsingsskomitees van die NNS gedien. Sy huidige navorsingsbelangstellings sluit die volgende in: volhoubaarheidsonderwys; onderwys in ʼn posthumanistiese wêreld; die geskiedenis van skoolbiologie in Suid-Afrika; die verwantskap tussen wetenskap en inheemse kennis; ubuntu as ekofilosofie en die implikasies daarvan vir onderwys; kurrikulumverandering in Suid-Afrika met betrekking tot die lewenswetenskappe, geografie en omgewingsopvoeding; die dekolonisering van die universiteitskurrikulum; en navorsingsmetodologie.​​​

BIO NOTE:

Ncedo Mtsi is a junior lecturer in the Department of Curriculum Studies, Faculty of Education Stellenbosch University, teaching isiXhosa to preservice teachers. In his teaching career, he has taught both in high school and primary school. Ncedo has completed his MA in Languages and Literatures, currently pursuing his PhD through UCT. His research trajectories are within language (isiXhosa) and education.​

 B.Ed cum laude (SU), M.Ed cum laude (SU), B.Ed Hons cum laude (SU), PhD (SU) 

FOCUS AREAS: Geography and Environmental Education, Critical Place Theory

BIO NOTE:

Dr Krystle Ontong is a Senior Lecturer in Social Sciences, specialising in Geography and Environmental Education, with a focus on critical place theory to drive curriculum and pedagogical renewal in the digital age. Prior to this, she was Senior Academic Development Lecturer in the Department of Construction Economics and Management within the Faculty of Engineering and the Built Environment at the University of Cape Town. Her research centres on geography, place-based, and environmental education in the digital age, with a strong emphasis on interdisciplinarity and curriculum reform. She has published widely in peer-reviewed journals both locally and internationally, presented at numerous academic conferences across the globe, and frequently contributes as a reviewer for scholarly journals. Dr Ontong is an active member of several professional and scholarly bodies, including the International Geographical Association (IGA), the Global Alliance for Inter- and Transdisciplinarity (ITD), the Southern African Geography Teachers’ Association (SAGTA), and the University of Cape Town’s Sustainability-Oriented Cyber Research Unit for the Built Environment (S⊕CUBE). In recognition of her scholarly contributions, she holds a National Research Foundation (NRF) rating.

BIO NOTE:

Erika Potgieter is a Lecturer in Mathematics Education in the Department of Curriculum Studies. Her scholarship sits at the intersection of Mathematics Education and Curriculum Studies, exploring how knowledge, technologies, and environments intra-act to shape what becomes possible in teaching-learning. Drawing on posthumanist and agential realist thought, her work reimagines curriculum as a living, entangled assemblage rather than a fixed script. Erika’s research spans metacognition, pedagogies of play, and the integration of coding, robotics, and artificial intelligence in education. Through her research and teaching-learning, she aims to cultivate future-ready, critically responsive teachers who engage with mathematics as a vibrant, creative, and ethically grounded human-technology endeavour.

HDE (UWC), BA Hons (UWC), MA Educ (UCL, UK), PhD (SU) 

BIO NOTE:

Dr Chrischar Rock is a citizenship, multiculturalism and human rights practitioner with twenty years professional teaching and facilitation experience in the United Kingdom and South Africa. Between 2001-2014 she held the post of Head of Citizenship at two inner-city comprehensive North London colleges, developing and advising on several educational initiatives to promote citizenship education, youth engagement and political literacy. For many years she served as a teacher training mentor at the Institute of Education (University College London) and as an associate curriculum content writer for the National Schools Partnership. Chrischar has acted as a Leadership Coach on the Mandela Washington Fellowship Programme for their Young African Leaders Initiative (YALI). She is a Harvard Kennedy School of Government Executive Education Alumnis and holds a Masters' Degree in Education and International Development from UCL Institute of Education (UK), with a research focus on curriculum reform and teacher identity. In January 2017, Chrischar became a certified Master Instructor for the Institute for Leadership Development in Africa. Since her return to South Africa in 2015, Chrischar has channelled her professional experience to contribute to the evaluation and impact measurement of after school programmes in South Africa. This has included delivering short course programmes at Stellenbosch University to advance capacity building for practitioners who work in low and no-fee schools across the Western Cape. Currently, Chrischar is a Practical Learning lecturer in the Faculty of Education and co-ordinator of practical learning for all B.Ed cohorts. This position helps her to utilize her broad international teaching experience to contribute to the effective delivery of practical learning and preparing students for school-based practicum. Chrischar's research and interest areas include teachers' practices and perspectives in the delivery of democratic citizenship education in South African schools as well as exploring different tools to develop teachers' reflective practices and self-criticality.

DipEd (Dover College), FDE-Language-in-Education (UPE), Teacher Trainer Certificate (TVU-London), MA-ELT (TVU-London)​

FOCUS AREAS: Language Education and Language in Education

​BIO NOTE:

John Ruiters is a lecturer: English Education in the Department of Curriculum Studies. His research interests are in Applied Linguistics, broadly, but more specifically in Language Policy and Planning, Multilingual Education, Integrating Language and Content, Teacher Education and Assessment for Learning. He teaches modules on Multilingual Education at PGCE and Honours level. John has completed a MA in English Language Teaching, and a Teacher Trainer Certificate at Thames Valley University in London. His current Doctoral research focusses on the analysis of multilingual language policies in Higher Education.

BA, BAHons, MA TESOL (London), HDipEdAd, PhD (Wits)​

BIO NOTE:

Peter Rule is an associate professor in the Department of Curriculum Studies and the Centre for Higher and Adult Education in the Faculty of Education at Stellenbosch University. His research interests include various aspects of adult and higher education: adult learning in Africa; dialogue and learning; disability and learning; community education; curriculum; students' conceptions of research; and case study research methodology. He has chaired the boards of several educational non-governmental organisations and was deputy chairperson of Umalusi's Assessment Standards Committee. He has published extensively in local and international journals and in popular media and authored several school textbooks for English First Additional Language. His academic books include Handbook of case study research in the social sciences – edited with Vaughn John (forthcoming 2023, Edward Elgar Publishing); The global scholar: Implications for postgraduate studies and supervision – edited with Eli Bitzer and Liezel Frick (African Sun Media, 2021); Dialogue and boundary learning (Sense Publishers, 2015); and, with Vaughn John, Your guide to case study research (Van Schaik, 2011).​

BIO NOTE:

Rickus Ströh is a lecturer in Curriculum Studies, specializing in the teaching of Afrikaans literature and didactics. After earning a BA, BA Hons, and MA from North-West University, he expanded his teaching experience internationally by completing a TEFL course and teaching English in China. Since 2018, Rickus has been teaching both undergraduate and postgraduate students, sharing his passion for Afrikaans and education. Currently pursuing a PhD in Linguistics and Literary Theory at NWU, his research focuses on Afrikaans cinema. In addition to his academic work, Rickus has served as the deputy editor of the academic journal Stilet since 2020. His research interests include Afrikaans literature and film, and he is a regular contributor of reviews on newly published literature. ​

BBA (Andrews), MSc (NUST), PG Dip (HE) (Rhodes), PhD (Rhodes)

B​IO NOTE:

Nompilo Tshuma is a lecturer in the Department of Curriculum Studies and the Centre for Higher and Adult Education, Faculty of Education, Stellenbosch University. She has been working with educational technology since 2005 as both a lecturer and an academic staff developer. Nompilo holds a PhD from Rhodes University which focused on exploring how academics develop a culture of resistance to counter the effects of a range of oppressive structural forces in the university, and how this resistance plays out in their integration of educational technology. Her current research broadly focuses on exploring a range of ICTs in higher education by interrogating the unequal and often oppressive social context within which technology integrations take place.
 

Nompilo's current Masters and PhD students are researching a range of topics in Higher Education Studies, including educational technology, research administration, leadership and student performance. She coordinates and teaches on the regional Postgraduate Diploma in Higher Education programme. She also teaches various modules in the MPhil in Higher Education and the MPhil in Life Long Learning in the Centre for Higher and Adult Education. ​​