Boitumelo Benjamin Moreeng
Biographic Data
| ID | 2824198 |
|---|---|
| NAME | Boitumelo Benjamin Moreeng |
| GIVEN NAMES | Boitumelo Benjamin |
| FAMILY NAME | Moreeng |
| SIGNATURE | MOREENG B B |
| AFFILIATIONS | University of the Free State |
| ORCID | 0000-0002-3644-3140 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Narrowing history curriculum implementation gaps in Southern African countries
Despite the availability of well-crafted school history curricula in Southern African countries, policy-practice dissonance remains evident, suggesting some factors continue to widen implementation gaps. Employing policy documents and extant literature, this conceptual paper engages Bourdieu’s conceptual triad of practice – capital, habitus, and field – to make a case that employing dominant languages by teachers in history classrooms cultivates …
Teaching History for Global Citizenship Education (GCED)
Although the Global Citizenship Education framework (GCED) has been promoted for implementation in schools worldwide, operationalisation and contextualisation face numerous challenges. Developing a shared and clear definition of GCED can facilitate its realisation and adaptation in schools. This systematic literature review examined the teaching of History for GCED in secondary schools. The review used a systematic approach to gather data, which …
Reconfiguring History Teachers’ Assessment Practices in the Context of ChatGPT
Despite extensive research on the concerns with the use of ChatGPT that evolve around cheating, academic integrity, and plagiarism, very little is known on the assessment practices in school history, obscuring our understanding on how history teachers can assess students amid ChatGPT driven challenges. This conceptual paper discusses the challenges of ChatGPT in assessing history students and how history teachers’ assessment practices can be reco…
Decolonising or glocalising Zimbabwe school history curriculum reform
Unsettling Dominant Narratives in Knowledge Production Through Decolonial Resilience
Despite common knowledge that higher education in Zimbabwe has erased indigenous knowledge production and is grappling with the legacy of colonialism, like much of Africa, very few studies, if any, have reflected on and discussed how lecturers can dismantle the coloniality of knowledge production through decolonial resilience. This conceptual article uses the case of Zimbabwe and deploys the decolonial lens to interrogate how higher education lec…
Post-colonial educational reforms in Zimbabwe
While educational debates on the decolonisation of education have gained momentum in Sub-Saharan Africa, little is known about the success and progress made thus far, leaving a critical gap in our understanding of the accomplishment of the decolonisation agenda and whether what has been reformed is of use. Using document analysis, the qualitative study used Zimbabwe as a case to explore the progress made in the decolonisation of the education sys…
Gender Deconstruction on the Margins
Gender inequality in sub-Saharan Africa has historically been pronounced in all spheres of life. To plug that, educationists have tried to engage with local contexts to bring girls into the education system. In light of this worrisome trend, this paper assessed the extent to which policies and measures framed and circulated by the South African government in the post-independence era have addressed gender imbalances in the education sector in lin…
An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting
The introduction of educational technology has transformed the assessment practices of Accounting teachers. The advent of technology has created space for Accounting teachers to design meaningful Assessment for Learning (AfL) tasks using technology platforms such as Google Classroom. Google Classroom can be used to create meaningful learning environments that facilitate the development of the necessary 21st-century skills and competencies such as…
Mediating Economics Curriculum Implementation Through Meaningful Assessment- A Case Study of the South African Educational System
This empirical study explored how Economics teachers mediate Economics curriculum implementation through the use of meaningful assessment. Assessment plays a significant role in learner academic achievement, and it is, therefore, imperative that teachers’ practices produce creative learners, problem solvers, and reflective scholars. Despite increasing realization of the importance of assessment, teachers are either not using assessment or failing…
Re-Envisioning Scholarship of Teaching and Learning with Data Analytics and a Borderless Curriculum in a Troubled World
In an era marked by increasing geopolitical strife and societal challenges, the imperative role of education in bridging divides and fostering understanding is unparalleled. This special issue aims to delve into the transformative potential of integrating data analytics within the scholarship of teaching and learning (SoTL), and in crafting a curriculum that transcends borders. Such an endeavour is crucial in effectively navigating and positively…
The Kaleidoscopic perspective on the privatisation of education in Zimbabwe
This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discer…
Post-colonial educational reforms in Zimbabwe
While educational debates on the decolonisation of education have gained momentum in Sub-Saharan Africa, little is known about the success and progress made thus far, leaving a critical gap in our understanding of the accomplishment of the decolonisation agenda and whether what has been reformed is of use. Using document analysis, the qualitative study used Zimbabwe as a case to explore the progress made in the decolonisation of the education sys…
The Kaleidoscopic perspective on the privatisation of education in Zimbabwe
This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discer…
Decolonising or glocalising Zimbabwe school history curriculum reform
Gender Deconstruction on the Margins
Gender inequality in sub-Saharan Africa has historically been pronounced in all spheres of life. To plug that, educationists have tried to engage with local contexts to bring girls into the education system. In light of this worrisome trend, this paper assessed the extent to which policies and measures framed and circulated by the South African government in the post-independence era have addressed gender imbalances in the education sector in lin…
An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting
The introduction of educational technology has transformed the assessment practices of Accounting teachers. The advent of technology has created space for Accounting teachers to design meaningful Assessment for Learning (AfL) tasks using technology platforms such as Google Classroom. Google Classroom can be used to create meaningful learning environments that facilitate the development of the necessary 21st-century skills and competencies such as…
Mediating Economics Curriculum Implementation Through Meaningful Assessment- A Case Study of the South African Educational System
This empirical study explored how Economics teachers mediate Economics curriculum implementation through the use of meaningful assessment. Assessment plays a significant role in learner academic achievement, and it is, therefore, imperative that teachers’ practices produce creative learners, problem solvers, and reflective scholars. Despite increasing realization of the importance of assessment, teachers are either not using assessment or failing…
Re-Envisioning Scholarship of Teaching and Learning with Data Analytics and a Borderless Curriculum in a Troubled World
In an era marked by increasing geopolitical strife and societal challenges, the imperative role of education in bridging divides and fostering understanding is unparalleled. This special issue aims to delve into the transformative potential of integrating data analytics within the scholarship of teaching and learning (SoTL), and in crafting a curriculum that transcends borders. Such an endeavour is crucial in effectively navigating and positively…
The Kaleidoscopic perspective on the privatisation of education in Zimbabwe
This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discer…
Unsettling Dominant Narratives in Knowledge Production Through Decolonial Resilience
Despite common knowledge that higher education in Zimbabwe has erased indigenous knowledge production and is grappling with the legacy of colonialism, like much of Africa, very few studies, if any, have reflected on and discussed how lecturers can dismantle the coloniality of knowledge production through decolonial resilience. This conceptual article uses the case of Zimbabwe and deploys the decolonial lens to interrogate how higher education lec…
Post-colonial educational reforms in Zimbabwe
While educational debates on the decolonisation of education have gained momentum in Sub-Saharan Africa, little is known about the success and progress made thus far, leaving a critical gap in our understanding of the accomplishment of the decolonisation agenda and whether what has been reformed is of use. Using document analysis, the qualitative study used Zimbabwe as a case to explore the progress made in the decolonisation of the education sys…
Teaching History for Global Citizenship Education (GCED)
Although the Global Citizenship Education framework (GCED) has been promoted for implementation in schools worldwide, operationalisation and contextualisation face numerous challenges. Developing a shared and clear definition of GCED can facilitate its realisation and adaptation in schools. This systematic literature review examined the teaching of History for GCED in secondary schools. The review used a systematic approach to gather data, which …
Reconfiguring History Teachers’ Assessment Practices in the Context of ChatGPT
Despite extensive research on the concerns with the use of ChatGPT that evolve around cheating, academic integrity, and plagiarism, very little is known on the assessment practices in school history, obscuring our understanding on how history teachers can assess students amid ChatGPT driven challenges. This conceptual paper discusses the challenges of ChatGPT in assessing history students and how history teachers’ assessment practices can be reco…
Decolonising or glocalising Zimbabwe school history curriculum reform
Narrowing history curriculum implementation gaps in Southern African countries
Despite the availability of well-crafted school history curricula in Southern African countries, policy-practice dissonance remains evident, suggesting some factors continue to widen implementation gaps. Employing policy documents and extant literature, this conceptual paper engages Bourdieu’s conceptual triad of practice – capital, habitus, and field – to make a case that employing dominant languages by teachers in history classrooms cultivates …
Sociology (10 works) · Pedagogy (8 works) · Political science (8 works) · Psychology (7 works) · Curriculum (6 works) · Computer Science (5 works) · Economics (4 works) · Global Educational Policies and Reforms (4 works) · Mathematics education (4 works) · African studies and sociopolitical issues (3 works)