Saloshna Vandeyar
Biographic Data
| ID | 177251 |
|---|---|
| NAME | Saloshna Vandeyar |
| GIVEN NAMES | Saloshna |
| FAMILY NAME | Vandeyar |
| SIGNATURE | VANDEYAR S |
| AFFILIATIONS | University of Pretoria |
| ORCID | 0000-0003-0195-6330 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Pre-service teachers demonstrating compassion through expressions of care
This qualitative research study examines the perspectives of pre-service teachers (PSTs) in the US and South Africa as they learned about the pedagogy of compassion as a generative approach for supporting students in navigating issues of social justice in the context of English teaching and learning. We examine PSTs’ work generated in a secondary English methods course in the US and interviews with 14 PSTs: 10 in the US and 4 in South Africa. Fin…
Educational transmogrification
This qualitative case study set out to explore how the COVID-19 pandemic has influenced the educational practice of academics, using this moment as a new perspective to illuminate broader, enduring issues such as how will approaches to university education that have emerged in response to the pandemic lead to lasting changes? What is the likely impact of these changes on the dominant forms of university education that we will see in the future? F…
Decolonising Higher Education
This article explores South African academics’ responses to the call for decolonisation of education through a qualitative case study using social constructivism and narrative inquiry. The data included a mix of qualitative survey responses and semi-structured interviews, analysed using inductive thematic analysis. Findings were threefold; first, academics should “turn away” from the “lip service model” of decolonisation of education and “turn to…
Migrating selves
This study set out to explore how Black immigrant academics (BIAs) reconstruct their identities within academe. Utilising the research methodology of narrative inquiry, this article explores how BIAs came to see themselves across those communities, which were of primary importance to them in the reformation of their identities. Through the construction of narratives of experience, their lived and told stories emphasised the diversity of their ide…
Language and Identity
Increased multilingualism and mobility have witnessed an increased focus on multilingual immigrant learners. This study aims to help educators understand experiences of immigrant students in South Africa that relate to language and identity by comparing such experiences across three different school settings: an urban school with a high (Black) immigrant and indigenous population, a former Indian school, and a former White school. Drawing on semi…
Portrait of a female sojourner academic
This study set out to explore how the resettlement of an African female immigrant academic in a new country and her repositioning in a foreign academic context influenced the reconstruction of her professional identity. A qualitative constructivist lens and a phenomenological case study approach was utilised. Data capture included a mix of semi-structured interviews, field notes, and a researcher journal and was analysed by means of the content a…
Crossing the border
This paper sets out to explore how the resettlement of immigrant students in a host country and schooling context influenced the constitution, negotiation and representation of their identities. Data capture included a mix of semi-structured interviews, focus group interviews, observations and a researcher journal. Data were analyzed by means of the content analysis method. Findings were fivefold. First, the sociocultural context influenced the w…
Opposing Gazes
Utilising a qualitative case study approach, this research study set out to understand discrimination experienced by immigrant students in their interactions with South African students and the prejudice immigrant students expressed against Black South African students. Findings reveal that the discrimination experienced by immigrant students could be clustered into four broad themes, namely categorisations and prototypes; practised stereotypes; …
Being “in a Limbo”
Much research is available that details student experiences of immigration and adaptation to receiving countries and schools, but few studies analyze the metaphors used by immigrant students (IS) when talking about the immigration experience, or offer a comparative lens through which to view identity negotiation in two very different contexts. The present paper aims to address these gaps by conducting a comparative linguistic analysis of 20 inter…
Contested spaces
Youthscapes
This article is framed within the global context of immigration and the resultant debates around citizenship, belonging, inclusion and exclusion. The task of schools as social institutions is to ‘integrate’ and ‘educate’ immigrant youth and as such they can be seen as the primary sites where the politics of belonging and struggles over belonging and citizenship are waged. Drawing on the conceptual framework of ‘youthscapes’ and the theoretical fr…
Immigrant students’ shifting identifications in South African schools
Educational and socio-cultural experiences of immigrant students in South African schools
The advent of democracy and the easing of both legal and unauthorised entry to South Africa have made the country a new destination for Black asylum-seekers, long-distance traders, entrepreneurs, students and professionals. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. In addition to opening their doors to all South African children irrespective of race,…
A Portrait of an Integrating School
This research study seeks to understand how a former Afrikaans medium school, named after a prominent president of the apartheid era and steeped within the proud traditions and customs of the Afrikaans culture, went against the grain to become a shining beacon of democracy in South Africa. Utilising the methodology of portraiture this research study draws attention to the outstanding qualities of this school, Equity High, studying excellence rath…
Shifting selves
Teacher–student interactions in desegregated classrooms in South Africa
Conflicting Demands
Recent educational reforms in South Africa have been framed by an outcomes‐based education (OBE) policy. One of the assumptions underlying this nationally directed educational reform process is that teachers will be both willing and able to adapt their teaching and assessment practices accordingly. Yet, there is considerable evidence to suggest that this is not so (Harley & Wedekind, 2004; Jansen, 2001; Jita, 2002; Sieborger & Nakabugo, 2001; Van…
Immigrant students’ shifting identifications in South African schools
Teacher–student interactions in desegregated classrooms in South Africa
Opposing Gazes
Utilising a qualitative case study approach, this research study set out to understand discrimination experienced by immigrant students in their interactions with South African students and the prejudice immigrant students expressed against Black South African students. Findings reveal that the discrimination experienced by immigrant students could be clustered into four broad themes, namely categorisations and prototypes; practised stereotypes; …
Being “in a Limbo”
Much research is available that details student experiences of immigration and adaptation to receiving countries and schools, but few studies analyze the metaphors used by immigrant students (IS) when talking about the immigration experience, or offer a comparative lens through which to view identity negotiation in two very different contexts. The present paper aims to address these gaps by conducting a comparative linguistic analysis of 20 inter…
Crossing the border
This paper sets out to explore how the resettlement of immigrant students in a host country and schooling context influenced the constitution, negotiation and representation of their identities. Data capture included a mix of semi-structured interviews, focus group interviews, observations and a researcher journal. Data were analyzed by means of the content analysis method. Findings were fivefold. First, the sociocultural context influenced the w…
Educational and socio-cultural experiences of immigrant students in South African schools
The advent of democracy and the easing of both legal and unauthorised entry to South Africa have made the country a new destination for Black asylum-seekers, long-distance traders, entrepreneurs, students and professionals. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. In addition to opening their doors to all South African children irrespective of race,…
Shifting selves
Conflicting Demands
Recent educational reforms in South Africa have been framed by an outcomes‐based education (OBE) policy. One of the assumptions underlying this nationally directed educational reform process is that teachers will be both willing and able to adapt their teaching and assessment practices accordingly. Yet, there is considerable evidence to suggest that this is not so (Harley & Wedekind, 2004; Jansen, 2001; Jita, 2002; Sieborger & Nakabugo, 2001; Van…
Youthscapes
This article is framed within the global context of immigration and the resultant debates around citizenship, belonging, inclusion and exclusion. The task of schools as social institutions is to ‘integrate’ and ‘educate’ immigrant youth and as such they can be seen as the primary sites where the politics of belonging and struggles over belonging and citizenship are waged. Drawing on the conceptual framework of ‘youthscapes’ and the theoretical fr…
Conflicting Demands
Recent educational reforms in South Africa have been framed by an outcomes‐based education (OBE) policy. One of the assumptions underlying this nationally directed educational reform process is that teachers will be both willing and able to adapt their teaching and assessment practices accordingly. Yet, there is considerable evidence to suggest that this is not so (Harley & Wedekind, 2004; Jansen, 2001; Jita, 2002; Sieborger & Nakabugo, 2001; Van…
Teacher–student interactions in desegregated classrooms in South Africa
Shifting selves
A Portrait of an Integrating School
This research study seeks to understand how a former Afrikaans medium school, named after a prominent president of the apartheid era and steeped within the proud traditions and customs of the Afrikaans culture, went against the grain to become a shining beacon of democracy in South Africa. Utilising the methodology of portraiture this research study draws attention to the outstanding qualities of this school, Equity High, studying excellence rath…
Educational and socio-cultural experiences of immigrant students in South African schools
The advent of democracy and the easing of both legal and unauthorised entry to South Africa have made the country a new destination for Black asylum-seekers, long-distance traders, entrepreneurs, students and professionals. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. In addition to opening their doors to all South African children irrespective of race,…
Immigrant students’ shifting identifications in South African schools
Youthscapes
This article is framed within the global context of immigration and the resultant debates around citizenship, belonging, inclusion and exclusion. The task of schools as social institutions is to ‘integrate’ and ‘educate’ immigrant youth and as such they can be seen as the primary sites where the politics of belonging and struggles over belonging and citizenship are waged. Drawing on the conceptual framework of ‘youthscapes’ and the theoretical fr…
Contested spaces
Being “in a Limbo”
Much research is available that details student experiences of immigration and adaptation to receiving countries and schools, but few studies analyze the metaphors used by immigrant students (IS) when talking about the immigration experience, or offer a comparative lens through which to view identity negotiation in two very different contexts. The present paper aims to address these gaps by conducting a comparative linguistic analysis of 20 inter…
Crossing the border
This paper sets out to explore how the resettlement of immigrant students in a host country and schooling context influenced the constitution, negotiation and representation of their identities. Data capture included a mix of semi-structured interviews, focus group interviews, observations and a researcher journal. Data were analyzed by means of the content analysis method. Findings were fivefold. First, the sociocultural context influenced the w…
Opposing Gazes
Utilising a qualitative case study approach, this research study set out to understand discrimination experienced by immigrant students in their interactions with South African students and the prejudice immigrant students expressed against Black South African students. Findings reveal that the discrimination experienced by immigrant students could be clustered into four broad themes, namely categorisations and prototypes; practised stereotypes; …
Portrait of a female sojourner academic
This study set out to explore how the resettlement of an African female immigrant academic in a new country and her repositioning in a foreign academic context influenced the reconstruction of her professional identity. A qualitative constructivist lens and a phenomenological case study approach was utilised. Data capture included a mix of semi-structured interviews, field notes, and a researcher journal and was analysed by means of the content a…
Migrating selves
This study set out to explore how Black immigrant academics (BIAs) reconstruct their identities within academe. Utilising the research methodology of narrative inquiry, this article explores how BIAs came to see themselves across those communities, which were of primary importance to them in the reformation of their identities. Through the construction of narratives of experience, their lived and told stories emphasised the diversity of their ide…
Language and Identity
Increased multilingualism and mobility have witnessed an increased focus on multilingual immigrant learners. This study aims to help educators understand experiences of immigrant students in South Africa that relate to language and identity by comparing such experiences across three different school settings: an urban school with a high (Black) immigrant and indigenous population, a former Indian school, and a former White school. Drawing on semi…
Decolonising Higher Education
This article explores South African academics’ responses to the call for decolonisation of education through a qualitative case study using social constructivism and narrative inquiry. The data included a mix of qualitative survey responses and semi-structured interviews, analysed using inductive thematic analysis. Findings were threefold; first, academics should “turn away” from the “lip service model” of decolonisation of education and “turn to…
Educational transmogrification
This qualitative case study set out to explore how the COVID-19 pandemic has influenced the educational practice of academics, using this moment as a new perspective to illuminate broader, enduring issues such as how will approaches to university education that have emerged in response to the pandemic lead to lasting changes? What is the likely impact of these changes on the dominant forms of university education that we will see in the future? F…
Pre-service teachers demonstrating compassion through expressions of care
This qualitative research study examines the perspectives of pre-service teachers (PSTs) in the US and South Africa as they learned about the pedagogy of compassion as a generative approach for supporting students in navigating issues of social justice in the context of English teaching and learning. We examine PSTs’ work generated in a secondary English methods course in the US and interviews with 14 PSTs: 10 in the US and 4 in South Africa. Fin…
Sociology (17 works) · Political science (16 works) · Gender Studies (12 works) · Social science (11 works) · Pedagogy (10 works) · Immigration (9 works) · Psychology (9 works) · Gender Studies (8 works) · Law (7 works) · Teacher Education and Leadership Studies (5 works)