Pryah Mahabeer
Biographic Data
| ID | 3099642 |
|---|---|
| NAME | Pryah Mahabeer |
| GIVEN NAMES | Pryah |
| FAMILY NAME | Mahabeer |
| SIGNATURE | MAHABEER P |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0003-4576-690X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Curriculum tinkering in situations of crises and inequalities
Powerless and afraid, I felt they let me down”
Despite existing national and institutional policies and interventions on gender-based violence (GBV), acts of GBV endure at universities in South Africa. Through narrative research inquiry, this focus piece reports on the experiences and perspectives of GBV of a first-year student at a university in South Africa. The findings presented reveal how she experienced feelings of vulnerability, silenced by ignorance, fear and powerlessness in a univer…
Novice Teachers’ Beliefs and Fears about Bullying in Schools in South Africa
Worldwide, and in developing countries like South Africa, bullying and violence in schools are a prevalent problem. Negotiating and managing bullying in schools has become progressively challenging for teachers, more so for novice teachers entering the profession. Through semi-structured interviews, this interpretivist qualitative study explores the fears and beliefs of four novice teachers within the KwaZulu-Natal province in South Africa using …
Decolonising the school curriculum in South Africa
In South Africa, the socio-cultural context for this paper, the idea of decolonisation has taken centre stage in higher education concerns, creating the pressure for curriculum transformation. However, decolonising the curriculum manifests itself at all educational levels and not only in the higher education field. At school level, the curriculum in a postcolonial South African context has undergone many curriculum changes and continues to face a…
Academics of colour
Black women continue to be marginalised in the academy as a result of the enduring patriarchy and the lasting impact of apartheid and postcolonialism that still prevails in South Africa. Through narrative inquiry this article provides space for three emerging Black women academics to reflect and share their experiences within the Curriculum Studies division at a university in South Africa, with the purpose of understanding these experiences withi…
Academics of colour
Black women continue to be marginalised in the academy as a result of the enduring patriarchy and the lasting impact of apartheid and postcolonialism that still prevails in South Africa. Through narrative inquiry this article provides space for three emerging Black women academics to reflect and share their experiences within the Curriculum Studies division at a university in South Africa, with the purpose of understanding these experiences withi…
Powerless and afraid, I felt they let me down”
Despite existing national and institutional policies and interventions on gender-based violence (GBV), acts of GBV endure at universities in South Africa. Through narrative research inquiry, this focus piece reports on the experiences and perspectives of GBV of a first-year student at a university in South Africa. The findings presented reveal how she experienced feelings of vulnerability, silenced by ignorance, fear and powerlessness in a univer…
Decolonising the school curriculum in South Africa
In South Africa, the socio-cultural context for this paper, the idea of decolonisation has taken centre stage in higher education concerns, creating the pressure for curriculum transformation. However, decolonising the curriculum manifests itself at all educational levels and not only in the higher education field. At school level, the curriculum in a postcolonial South African context has undergone many curriculum changes and continues to face a…
Academics of colour
Black women continue to be marginalised in the academy as a result of the enduring patriarchy and the lasting impact of apartheid and postcolonialism that still prevails in South Africa. Through narrative inquiry this article provides space for three emerging Black women academics to reflect and share their experiences within the Curriculum Studies division at a university in South Africa, with the purpose of understanding these experiences withi…
Novice Teachers’ Beliefs and Fears about Bullying in Schools in South Africa
Worldwide, and in developing countries like South Africa, bullying and violence in schools are a prevalent problem. Negotiating and managing bullying in schools has become progressively challenging for teachers, more so for novice teachers entering the profession. Through semi-structured interviews, this interpretivist qualitative study explores the fears and beliefs of four novice teachers within the KwaZulu-Natal province in South Africa using …
Decolonising the school curriculum in South Africa
In South Africa, the socio-cultural context for this paper, the idea of decolonisation has taken centre stage in higher education concerns, creating the pressure for curriculum transformation. However, decolonising the curriculum manifests itself at all educational levels and not only in the higher education field. At school level, the curriculum in a postcolonial South African context has undergone many curriculum changes and continues to face a…
Curriculum tinkering in situations of crises and inequalities
Powerless and afraid, I felt they let me down”
Despite existing national and institutional policies and interventions on gender-based violence (GBV), acts of GBV endure at universities in South Africa. Through narrative research inquiry, this focus piece reports on the experiences and perspectives of GBV of a first-year student at a university in South Africa. The findings presented reveal how she experienced feelings of vulnerability, silenced by ignorance, fear and powerlessness in a univer…
Sociology (5 works) · Curriculum (3 works) · Gender Studies (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Gender Studies (2 works) · Geography (2 works) · Global Educational Policies and Reforms (2 works) · Social Psychology (2 works)