Pholoho Morojele
Biographic Data
| ID | 196777 |
|---|---|
| NAME | Pholoho Morojele |
| GIVEN NAMES | Pholoho |
| FAMILY NAME | Morojele |
| SIGNATURE | MOROJELE P |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0001-7266-711X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
African Migrant Learners’ Experiences of Xenophobia in South Africa
This article draws on the social identity theory to understand the real life schooling experiences of the migrant learners (from the Democratic Republic of Congo and Zimbabwe) within three South African schools. It adopted a qualitative, narrative research methodology, using open-ended interviews and photovoice as its methods of data collection. The findings reveal complex and pervasive dynamics of xenophobia. These took the form of denigrating s…
High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland
Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitative study of six vulnerable children, aged between 11 and 15 years. Vulnerable children viewed education as a vehicle for their aspired better adult lif…
Indigenous knowledge/s of survival: Implications for lifelong learning among the Basotho herding fraternity
This article foregrounds Basotho male herders' interaction with their environment as a productive platform for informal learning activities poised to address the herders' immediate and context-specific needs. Indeed, understanding how the herders interact and learn through their daily engagements with their environments has a potential to provide substantive baseline insights that could inform Lesotho's nonformal education providers and policy-ma…
Learners' constructions of bullying in a South African school context
Drawing on social constructionism as a theoretical paradigm, this article foregrounds learners' voices to depict the profiles of bullies and bullying victims within a cultural context of one coeducational secondary school in Hammarsdale in South Africa. The article uses qualitative data from semi-structured individual and focus group interviews as well as a participatory mapping exercise based on a narrative study of six purposefully sampled Grad…
Vulnerability and Children's Real-Life Schooling Experiences in Swaziland
This paper foregrounds vulnerable children as a social group whose experiences should be studied and understood from their own perspectives. The paper explores the real-life schooling experiences of six Grade 6 vulnerable children, aged between 11-15 years, in a rural primary school in the Lubombo region of Swaziland. Guided by a theoretical paradigm of social constructionism, the paper engages dynamics of children's vulnerability within this con…
Towards Gender Equitable Schooling: Insights from Rural Teachers’ Voice in the Local Context
This paper foregrounds local teachers’ views to understand how we could address gender inequalities in schools. It asks: How do teachers’ constructions of gender shape gendered social relations? What are the implications of these on gender equitable schooling? The paper draws from semi-structured interviews with 12 teachers in three South African primary schools. The findings denote how essentialist teachers’ constructions, which polarised childr…
The Context of Smallholder Farming in South Africa: Towards a Livelihood Asset Building Framework
The need to support smallholder farmers by governments in developing countries has taken centre stage globally. In this regard, the South African Government’s New Growth Plan puts agriculture, particularly the development and support of new smallholder farmers as an important area for development that could impact positively on poverty alleviation and household food security. In this paper, the researchers critically analyse the context of smallh…
Moving towards Curriculum Intellectualisingin the Context of Divergent Notions of African Scholarship
This article provides a reflexive narrative account of a collaborative process of moving towards curriculum intellectualising in the context of diverse understandings of African scholarship in a South African university. We reflect on the journey we took in trying to make collective sense of postgraduate students' conceptions of African scholarship. The article illustrates how we came to see that our own implicit notions of African scholarship co…
Children speak out: Gender and sexuality in treacherous school journey terrains
This Article provides a critical analysis of the role of gender and sexuality in children's navigation of treacherous school journey terrains in one Lesotho rural primary school. It draws on data generated with 12 children (male = 6; female = 6) who travelled an average distance of 10–15 km to and from school every day. The study employed creative participatory and visual research methodology (for instance, route mapping, diamond ranking and phot…
Do Women Have to ‘Grow Muscles’ in Order to Successfully Manage Schools? Evidence from Some South African Female School Principals
The study reports on women principals’ management experiences in four schools. Using a feminist lens and school management theories, this paper discusses gender-based experiences of women school principals, and the implications of these for effective management of schools. The inductive analysis offered makes use of data generated from semi-structured interviews, observations and document analysis with four women school principals. It reveals tha…
What does it mean to be a boy? Implications for girls’ and boys’ schooling experiences in Lesotho rural schools
A doctoral study on constructions of gender in Lesotho rural primary schools has found that meanings attached to children's identities play a role in undermining gender equality in schools. The study employed the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (conversations, observations and informal discussions), this article discusses boys' constructions of gender and their implications for gender i…
Feminism matters in the primary school: A case from Lesotho
This Briefing uses semi-structured interviews with mothers of children in three co-educational rural primary schools to illustrate how feminism matters in understanding insidious forms of gender inequalities in Lesotho. The study sought to understand factors that inform mothers' constructions of gender and the implications of these on gender in/equality in schools. A feminist reading enables an understanding of dominant discourses in Basotho soci…
What does it mean to be a boy? Implications for girls’ and boys’ schooling experiences in Lesotho rural schools
A doctoral study on constructions of gender in Lesotho rural primary schools has found that meanings attached to children's identities play a role in undermining gender equality in schools. The study employed the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (conversations, observations and informal discussions), this article discusses boys' constructions of gender and their implications for gender i…
Vulnerability and Children's Real-Life Schooling Experiences in Swaziland
This paper foregrounds vulnerable children as a social group whose experiences should be studied and understood from their own perspectives. The paper explores the real-life schooling experiences of six Grade 6 vulnerable children, aged between 11-15 years, in a rural primary school in the Lubombo region of Swaziland. Guided by a theoretical paradigm of social constructionism, the paper engages dynamics of children's vulnerability within this con…
High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland
Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitative study of six vulnerable children, aged between 11 and 15 years. Vulnerable children viewed education as a vehicle for their aspired better adult lif…
Indigenous knowledge/s of survival: Implications for lifelong learning among the Basotho herding fraternity
This article foregrounds Basotho male herders' interaction with their environment as a productive platform for informal learning activities poised to address the herders' immediate and context-specific needs. Indeed, understanding how the herders interact and learn through their daily engagements with their environments has a potential to provide substantive baseline insights that could inform Lesotho's nonformal education providers and policy-ma…
The Context of Smallholder Farming in South Africa: Towards a Livelihood Asset Building Framework
The need to support smallholder farmers by governments in developing countries has taken centre stage globally. In this regard, the South African Government’s New Growth Plan puts agriculture, particularly the development and support of new smallholder farmers as an important area for development that could impact positively on poverty alleviation and household food security. In this paper, the researchers critically analyse the context of smallh…
Children speak out: Gender and sexuality in treacherous school journey terrains
This Article provides a critical analysis of the role of gender and sexuality in children's navigation of treacherous school journey terrains in one Lesotho rural primary school. It draws on data generated with 12 children (male = 6; female = 6) who travelled an average distance of 10–15 km to and from school every day. The study employed creative participatory and visual research methodology (for instance, route mapping, diamond ranking and phot…
Feminism matters in the primary school: A case from Lesotho
This Briefing uses semi-structured interviews with mothers of children in three co-educational rural primary schools to illustrate how feminism matters in understanding insidious forms of gender inequalities in Lesotho. The study sought to understand factors that inform mothers' constructions of gender and the implications of these on gender in/equality in schools. A feminist reading enables an understanding of dominant discourses in Basotho soci…
What does it mean to be a boy? Implications for girls’ and boys’ schooling experiences in Lesotho rural schools
A doctoral study on constructions of gender in Lesotho rural primary schools has found that meanings attached to children's identities play a role in undermining gender equality in schools. The study employed the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (conversations, observations and informal discussions), this article discusses boys' constructions of gender and their implications for gender i…
Children speak out: Gender and sexuality in treacherous school journey terrains
This Article provides a critical analysis of the role of gender and sexuality in children's navigation of treacherous school journey terrains in one Lesotho rural primary school. It draws on data generated with 12 children (male = 6; female = 6) who travelled an average distance of 10–15 km to and from school every day. The study employed creative participatory and visual research methodology (for instance, route mapping, diamond ranking and phot…
Do Women Have to ‘Grow Muscles’ in Order to Successfully Manage Schools? Evidence from Some South African Female School Principals
The study reports on women principals’ management experiences in four schools. Using a feminist lens and school management theories, this paper discusses gender-based experiences of women school principals, and the implications of these for effective management of schools. The inductive analysis offered makes use of data generated from semi-structured interviews, observations and document analysis with four women school principals. It reveals tha…
Towards Gender Equitable Schooling: Insights from Rural Teachers’ Voice in the Local Context
This paper foregrounds local teachers’ views to understand how we could address gender inequalities in schools. It asks: How do teachers’ constructions of gender shape gendered social relations? What are the implications of these on gender equitable schooling? The paper draws from semi-structured interviews with 12 teachers in three South African primary schools. The findings denote how essentialist teachers’ constructions, which polarised childr…
The Context of Smallholder Farming in South Africa: Towards a Livelihood Asset Building Framework
The need to support smallholder farmers by governments in developing countries has taken centre stage globally. In this regard, the South African Government’s New Growth Plan puts agriculture, particularly the development and support of new smallholder farmers as an important area for development that could impact positively on poverty alleviation and household food security. In this paper, the researchers critically analyse the context of smallh…
Moving towards Curriculum Intellectualisingin the Context of Divergent Notions of African Scholarship
This article provides a reflexive narrative account of a collaborative process of moving towards curriculum intellectualising in the context of diverse understandings of African scholarship in a South African university. We reflect on the journey we took in trying to make collective sense of postgraduate students' conceptions of African scholarship. The article illustrates how we came to see that our own implicit notions of African scholarship co…
Vulnerability and Children's Real-Life Schooling Experiences in Swaziland
This paper foregrounds vulnerable children as a social group whose experiences should be studied and understood from their own perspectives. The paper explores the real-life schooling experiences of six Grade 6 vulnerable children, aged between 11-15 years, in a rural primary school in the Lubombo region of Swaziland. Guided by a theoretical paradigm of social constructionism, the paper engages dynamics of children's vulnerability within this con…
Indigenous knowledge/s of survival: Implications for lifelong learning among the Basotho herding fraternity
This article foregrounds Basotho male herders' interaction with their environment as a productive platform for informal learning activities poised to address the herders' immediate and context-specific needs. Indeed, understanding how the herders interact and learn through their daily engagements with their environments has a potential to provide substantive baseline insights that could inform Lesotho's nonformal education providers and policy-ma…
Learners' constructions of bullying in a South African school context
Drawing on social constructionism as a theoretical paradigm, this article foregrounds learners' voices to depict the profiles of bullies and bullying victims within a cultural context of one coeducational secondary school in Hammarsdale in South Africa. The article uses qualitative data from semi-structured individual and focus group interviews as well as a participatory mapping exercise based on a narrative study of six purposefully sampled Grad…
High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland
Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitative study of six vulnerable children, aged between 11 and 15 years. Vulnerable children viewed education as a vehicle for their aspired better adult lif…
African Migrant Learners’ Experiences of Xenophobia in South Africa
This article draws on the social identity theory to understand the real life schooling experiences of the migrant learners (from the Democratic Republic of Congo and Zimbabwe) within three South African schools. It adopted a qualitative, narrative research methodology, using open-ended interviews and photovoice as its methods of data collection. The findings reveal complex and pervasive dynamics of xenophobia. These took the form of denigrating s…
Sociology (11 works) · Political science (8 works) · Gender Studies (7 works) · Pedagogy (6 works) · Psychology (6 works) · Gender Roles and Identity Studies (5 works) · Geography (5 works) · Poverty, Education, and Child Welfare (5 works) · Social science (5 works) · Economic growth (4 works)