Juliet Thondhlana
Biographic Data
| ID | 138297 |
|---|---|
| NAME | Juliet Thondhlana |
| GIVEN NAMES | Juliet |
| FAMILY NAME | Thondhlana |
| SIGNATURE | THONDHLANA J |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0002-4065-5103 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Negotiating informal partnerships between universities and international schools for social and global justice; what role do PGCEi tutors have on this journey
How can university-school partnerships be navigated through students on an M level programme globally? In this paper, we discuss the purposes of University-School partnerships and the challenges of managing these when there is no formal arrangement to establish these partnerships. The Postgraduate Certificate in Education international (PGCEi) attracts students who are employed at various educational establishments globally and want to develop th…
Mentorship as pedagogical partnership and infrastructure: Institutionalising relational models in African higher education
Mentorship is increasingly recognised as a pedagogical partnership essential for learning, identity development, and academic progression in higher education. However, dominant models in Africa have primarily consisted of short-term, donor-led ‘capacity strengthening’ workshops, which rarely establish sustainable developmental ecosystems. This article examines how a partnership-based model was institutionalised through the British Academy Writing…
Transcending western-centrism and nationalism in education: China and beyond
Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis
International treaties mandate the educational inclusion of refugees and disabled people, but many remain excluded with disabled refugees facing compounded exclusions. We compare research about educational access and inclusion for disabled refugees in South Africa, Zimbabwe, and Uganda, with data generated from policy analyses and interviews with disabled refugee students and families, education officials and NGOs. A vertical cross-case analysis …
Exploring the Internationalization of Zimbabwe’s Higher Education Institutions Through a Decolonial Lens: Postcolonial Continuities and Disruptions
Looking through the history of higher education in Zimbabwe, we argue that the concept of internationalization of higher education is not new to Zimbabwe. Understandings, manifestations, and processes of the phenomenon over time are examined to reveal the nuances of the internationalization process in its current mode of occurrence, in an attempt to not only understand it in its colonial and postcolonial manifestation but to situate it within a w…
Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa
International conventions acknowledge the right of refugees and of disabled people to access quality inclusive education. Both groups struggle to assert this right, particularly in the Global South, where educational access may be hindered by system constraints, resource limitations and negative attitudes. Our concern is the intersectional and compounding effect of being a disabled refugee in Sub-Saharan Africa. Disabled refugees have been invisi…
Internationalisation of higher education and national development: The case of Zimbabwe
The discourse of the internationalisation of higher education continues to grow in influence. Whilst the bulk of the IHE literature has been Northern-focused and dominated, there was an African strand a decade or so ago that has sought to understand what the discourse means in African contexts, shaped profoundly as they have been by colonialism. This debate is ripe for revisiting given the very different context of the post-2015 period and a retu…
Provision of quality education in the context of Syrian refugee children in the UK: Opportunities and challenges
While existing research has shown the importance of the three interrelated domains of the wider policy, the school and home/community environments in the development of quality education for learners, this literature does not fully capture the experiences of the refugee population. In this article we focus on a group of Syrian refugees who came as part of the first large cohort that was welcomed in the UK in December 2015. We adapt Tikly’s qualit…
Negotiating Employability: Migrant Capitals and Networking Strategies for Zimbabwean Highly Skilled Migrants in the UK
In this paper we focus on highly skilled migration from Zimbabwe to the UK, exploring these migrants' social capital sources/structures and content. In doing so we pay attention to routes of migration and how they shape migrants' networking capabilities and patterns. We further take a Bourdieusian perspective and explore the intersection between social capital and cultural capital in the process of migrants' negotiation of employment opportunitie…
Communicating Employability: The Role of Communicative Competence for Zimbabwean Highly Skilled Migrants in the UK
Provision of quality education in the context of Syrian refugee children in the UK: Opportunities and challenges
While existing research has shown the importance of the three interrelated domains of the wider policy, the school and home/community environments in the development of quality education for learners, this literature does not fully capture the experiences of the refugee population. In this article we focus on a group of Syrian refugees who came as part of the first large cohort that was welcomed in the UK in December 2015. We adapt Tikly’s qualit…
Negotiating Employability: Migrant Capitals and Networking Strategies for Zimbabwean Highly Skilled Migrants in the UK
In this paper we focus on highly skilled migration from Zimbabwe to the UK, exploring these migrants' social capital sources/structures and content. In doing so we pay attention to routes of migration and how they shape migrants' networking capabilities and patterns. We further take a Bourdieusian perspective and explore the intersection between social capital and cultural capital in the process of migrants' negotiation of employment opportunitie…
Communicating Employability: The Role of Communicative Competence for Zimbabwean Highly Skilled Migrants in the UK
Internationalisation of higher education and national development: The case of Zimbabwe
The discourse of the internationalisation of higher education continues to grow in influence. Whilst the bulk of the IHE literature has been Northern-focused and dominated, there was an African strand a decade or so ago that has sought to understand what the discourse means in African contexts, shaped profoundly as they have been by colonialism. This debate is ripe for revisiting given the very different context of the post-2015 period and a retu…
Negotiating Employability: Migrant Capitals and Networking Strategies for Zimbabwean Highly Skilled Migrants in the UK
In this paper we focus on highly skilled migration from Zimbabwe to the UK, exploring these migrants' social capital sources/structures and content. In doing so we pay attention to routes of migration and how they shape migrants' networking capabilities and patterns. We further take a Bourdieusian perspective and explore the intersection between social capital and cultural capital in the process of migrants' negotiation of employment opportunitie…
Communicating Employability: The Role of Communicative Competence for Zimbabwean Highly Skilled Migrants in the UK
Provision of quality education in the context of Syrian refugee children in the UK: Opportunities and challenges
While existing research has shown the importance of the three interrelated domains of the wider policy, the school and home/community environments in the development of quality education for learners, this literature does not fully capture the experiences of the refugee population. In this article we focus on a group of Syrian refugees who came as part of the first large cohort that was welcomed in the UK in December 2015. We adapt Tikly’s qualit…
Internationalisation of higher education and national development: The case of Zimbabwe
The discourse of the internationalisation of higher education continues to grow in influence. Whilst the bulk of the IHE literature has been Northern-focused and dominated, there was an African strand a decade or so ago that has sought to understand what the discourse means in African contexts, shaped profoundly as they have been by colonialism. This debate is ripe for revisiting given the very different context of the post-2015 period and a retu…
Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa
International conventions acknowledge the right of refugees and of disabled people to access quality inclusive education. Both groups struggle to assert this right, particularly in the Global South, where educational access may be hindered by system constraints, resource limitations and negative attitudes. Our concern is the intersectional and compounding effect of being a disabled refugee in Sub-Saharan Africa. Disabled refugees have been invisi…
Exploring the Internationalization of Zimbabwe’s Higher Education Institutions Through a Decolonial Lens: Postcolonial Continuities and Disruptions
Looking through the history of higher education in Zimbabwe, we argue that the concept of internationalization of higher education is not new to Zimbabwe. Understandings, manifestations, and processes of the phenomenon over time are examined to reveal the nuances of the internationalization process in its current mode of occurrence, in an attempt to not only understand it in its colonial and postcolonial manifestation but to situate it within a w…
Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis
International treaties mandate the educational inclusion of refugees and disabled people, but many remain excluded with disabled refugees facing compounded exclusions. We compare research about educational access and inclusion for disabled refugees in South Africa, Zimbabwe, and Uganda, with data generated from policy analyses and interviews with disabled refugee students and families, education officials and NGOs. A vertical cross-case analysis …
Negotiating informal partnerships between universities and international schools for social and global justice; what role do PGCEi tutors have on this journey
How can university-school partnerships be navigated through students on an M level programme globally? In this paper, we discuss the purposes of University-School partnerships and the challenges of managing these when there is no formal arrangement to establish these partnerships. The Postgraduate Certificate in Education international (PGCEi) attracts students who are employed at various educational establishments globally and want to develop th…
Mentorship as pedagogical partnership and infrastructure: Institutionalising relational models in African higher education
Mentorship is increasingly recognised as a pedagogical partnership essential for learning, identity development, and academic progression in higher education. However, dominant models in Africa have primarily consisted of short-term, donor-led ‘capacity strengthening’ workshops, which rarely establish sustainable developmental ecosystems. This article examines how a partnership-based model was institutionalised through the British Academy Writing…
Transcending western-centrism and nationalism in education: China and beyond
Sociology (6 works) · Political science (5 works) · Economic growth (3 works) · Education and experiences of immigrants and refugees (3 works) · Gender Studies (3 works) · Geography (3 works) · Higher education (3 works) · Migration, Health and Trauma (3 works) · Refugee (3 works) · Colonialism (2 works)