Merridy Wilson-Strydom
Biographic Data
| ID | 113170 |
|---|---|
| NAME | Merridy Wilson-Strydom |
| GIVEN NAMES | Merridy |
| FAMILY NAME | Wilson-Strydom |
| SIGNATURE | WILSON-STRYDOM M |
| AFFILIATIONS | University of the Free State |
| ORCID | 0000-0002-6591-0473 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
A media-based approach to build preschoolers’ playful problem-solving skills in South Africa: An evaluation of Takalani Sesame
A critical component of early childhood development, evidence links learning through play with a wide range of child outcomes, including creative problem solving. As such, a small but growing body of evidence has started to shine a light on the ways high-quality educational media, embedded with playful learning, can support young children’s problem-solving skills. The existing evidence, however, is exclusive to families in the United States, mean…
Análisis de las contribuciones del aprendizaje-servicio al estudiantado de una universidad sudafricana desde el enfoque de las capacidades
This article addresses the contradiction between training oriented to technical capabilities and training focusing on socially valued capabilities. Its purpose is to value pedagogical experiences that contribute to the expansion of valuable professional skills for students and society. Based on the capabilities approach for human development (CAHD), we analyzed the contribution to the expansion of student capacities that is promoted by curricular…
Capabilities expansion for marginalised migrant youths in Johannesburg: The case of Albert Street School
In this article, we used the capability approach as normative grounding to analyse a particular faith-based intervention targeting ‘youth at the margins’ – in this instance, marginalised migrant youths from Zimbabwe living in Johannesburg, South Africa. We used Albert Street School (AS School), run by Johannesburg’s Central Methodist Church, as our case study to show how this faith-based organisation, through its focus on education, created not o…
Multidimensional disadvantages and educational aspirations of marginalised migrant youth: Insights from the Global South
This article provides a Global South perspective on marginalised migrant youth and higher educational aspirations, with a specific focus on South Africa. We use data from a case study in Johannesburg to illustrate how marginalised migrant youth experience particular forms of disadvantage in their endeavours to realise their educational aspirations. Yet, educational opportunities and the achievement of educational aspirations may enhance dimension…
Community Service Learning: Pedagogy at the Interface of Poverty, Inequality and Privilege
Using empirical data from three different community service learning (CSL) courses offered at a South African university, in this paper we discuss the promises and pitfalls of this pedagogy for meaningful change within communities. The paper makes visible the challenging contradictions of CSL as a practice seeking to promote social change and CSL as a form of charity or paternalism. Drawing on in-depth qualitative data collected from interviews w…
Transforming Teacher Quality in the Global South: Using Capabilities and Causality to Re-examine Teacher Performance
Starting and ending with the call made by Nigerian author, Chimamanda Ngozi Adichie, to avoid the danger of telling a single, incomplete, story, in this book, Sharon Tao sets out to show how much o
Disrupting Structural Inequalities of Higher Education Opportunity: "Grit", Resilience and Capabilities at a South African University
Given the extent of inequalities of higher education opportunities in many contexts, this paper investigates how students from marginalized backgrounds make it to university, gaining access “against the odds”. While it is becoming increasingly common to draw on notions of individualized responsibility, such as the construct of “grit”, to explain persistence in challenging situations, this paper argues that individualized understandings are insuff…
Enabling environments for equity, access and quality education post-2015: Lessons from South Africa and Tanzania
A Capabilities List for Equitable Transitions to University: A Top-down and Bottom-up Approach
Located within the context of equitable higher education as an enabler of human development, this paper presents a two-pronged approach to the development of a capabilities list for equitable transitions to university in South Africa, as an example of the global South. Drawing on an extensive analysis of the literature on access, participation, readiness and educational transitions, together with quantitative and qualitative data collected from h…
Enabling environments for equity, access and quality education post-2015: Lessons from South Africa and Tanzania
A Capabilities List for Equitable Transitions to University: A Top-down and Bottom-up Approach
Located within the context of equitable higher education as an enabler of human development, this paper presents a two-pronged approach to the development of a capabilities list for equitable transitions to university in South Africa, as an example of the global South. Drawing on an extensive analysis of the literature on access, participation, readiness and educational transitions, together with quantitative and qualitative data collected from h…
Disrupting Structural Inequalities of Higher Education Opportunity: "Grit", Resilience and Capabilities at a South African University
Given the extent of inequalities of higher education opportunities in many contexts, this paper investigates how students from marginalized backgrounds make it to university, gaining access “against the odds”. While it is becoming increasingly common to draw on notions of individualized responsibility, such as the construct of “grit”, to explain persistence in challenging situations, this paper argues that individualized understandings are insuff…
Análisis de las contribuciones del aprendizaje-servicio al estudiantado de una universidad sudafricana desde el enfoque de las capacidades
This article addresses the contradiction between training oriented to technical capabilities and training focusing on socially valued capabilities. Its purpose is to value pedagogical experiences that contribute to the expansion of valuable professional skills for students and society. Based on the capabilities approach for human development (CAHD), we analyzed the contribution to the expansion of student capacities that is promoted by curricular…
Multidimensional disadvantages and educational aspirations of marginalised migrant youth: Insights from the Global South
This article provides a Global South perspective on marginalised migrant youth and higher educational aspirations, with a specific focus on South Africa. We use data from a case study in Johannesburg to illustrate how marginalised migrant youth experience particular forms of disadvantage in their endeavours to realise their educational aspirations. Yet, educational opportunities and the achievement of educational aspirations may enhance dimension…
Community Service Learning: Pedagogy at the Interface of Poverty, Inequality and Privilege
Using empirical data from three different community service learning (CSL) courses offered at a South African university, in this paper we discuss the promises and pitfalls of this pedagogy for meaningful change within communities. The paper makes visible the challenging contradictions of CSL as a practice seeking to promote social change and CSL as a form of charity or paternalism. Drawing on in-depth qualitative data collected from interviews w…
Transforming Teacher Quality in the Global South: Using Capabilities and Causality to Re-examine Teacher Performance
Starting and ending with the call made by Nigerian author, Chimamanda Ngozi Adichie, to avoid the danger of telling a single, incomplete, story, in this book, Sharon Tao sets out to show how much o
Enabling environments for equity, access and quality education post-2015: Lessons from South Africa and Tanzania
A Capabilities List for Equitable Transitions to University: A Top-down and Bottom-up Approach
Located within the context of equitable higher education as an enabler of human development, this paper presents a two-pronged approach to the development of a capabilities list for equitable transitions to university in South Africa, as an example of the global South. Drawing on an extensive analysis of the literature on access, participation, readiness and educational transitions, together with quantitative and qualitative data collected from h…
Transforming Teacher Quality in the Global South: Using Capabilities and Causality to Re-examine Teacher Performance
Starting and ending with the call made by Nigerian author, Chimamanda Ngozi Adichie, to avoid the danger of telling a single, incomplete, story, in this book, Sharon Tao sets out to show how much o
Disrupting Structural Inequalities of Higher Education Opportunity: "Grit", Resilience and Capabilities at a South African University
Given the extent of inequalities of higher education opportunities in many contexts, this paper investigates how students from marginalized backgrounds make it to university, gaining access “against the odds”. While it is becoming increasingly common to draw on notions of individualized responsibility, such as the construct of “grit”, to explain persistence in challenging situations, this paper argues that individualized understandings are insuff…
Capabilities expansion for marginalised migrant youths in Johannesburg: The case of Albert Street School
In this article, we used the capability approach as normative grounding to analyse a particular faith-based intervention targeting ‘youth at the margins’ – in this instance, marginalised migrant youths from Zimbabwe living in Johannesburg, South Africa. We used Albert Street School (AS School), run by Johannesburg’s Central Methodist Church, as our case study to show how this faith-based organisation, through its focus on education, created not o…
Multidimensional disadvantages and educational aspirations of marginalised migrant youth: Insights from the Global South
This article provides a Global South perspective on marginalised migrant youth and higher educational aspirations, with a specific focus on South Africa. We use data from a case study in Johannesburg to illustrate how marginalised migrant youth experience particular forms of disadvantage in their endeavours to realise their educational aspirations. Yet, educational opportunities and the achievement of educational aspirations may enhance dimension…
Community Service Learning: Pedagogy at the Interface of Poverty, Inequality and Privilege
Using empirical data from three different community service learning (CSL) courses offered at a South African university, in this paper we discuss the promises and pitfalls of this pedagogy for meaningful change within communities. The paper makes visible the challenging contradictions of CSL as a practice seeking to promote social change and CSL as a form of charity or paternalism. Drawing on in-depth qualitative data collected from interviews w…
Análisis de las contribuciones del aprendizaje-servicio al estudiantado de una universidad sudafricana desde el enfoque de las capacidades
This article addresses the contradiction between training oriented to technical capabilities and training focusing on socially valued capabilities. Its purpose is to value pedagogical experiences that contribute to the expansion of valuable professional skills for students and society. Based on the capabilities approach for human development (CAHD), we analyzed the contribution to the expansion of student capacities that is promoted by curricular…
A media-based approach to build preschoolers’ playful problem-solving skills in South Africa: An evaluation of Takalani Sesame
A critical component of early childhood development, evidence links learning through play with a wide range of child outcomes, including creative problem solving. As such, a small but growing body of evidence has started to shine a light on the ways high-quality educational media, embedded with playful learning, can support young children’s problem-solving skills. The existing evidence, however, is exclusive to families in the United States, mean…
Political science (6 works) · Sociology (6 works) · Psychology (5 works) · Poverty, Education, and Child Welfare (4 works) · Education Systems and Policy (3 works) · Global Educational Policies and Reforms (3 works) · Economics (2 works) · Gender Studies (2 works) · Geography (2 works) · Law (2 works)