R N Fru
Biographic Data
| ID | 4052408 |
|---|---|
| NAME | R N Fru |
| GIVEN NAMES | R N |
| FAMILY NAME | Fru |
| SIGNATURE | FRU R N |
| AFFILIATIONS | Sol Plaatje University |
| ORCID | 0000-0002-0507-5269 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Potential of academic field trips in developing students’ environmental education
In an era of escalating ecological crises, reimagining environmental education is both pedagogical and planetary imperative. This study confronts a critical problem: the persistent theory-practice gap in sustainability education, which often leaves graduates underequipped to address complex socio-ecological challenges. Grounded in the Experiential Learning Theory, Critical Place-Based Education, and Decolonizing Pedagogy, this pedagogical and eco…
The Power of Geospatial Intelligence
The Northern Cape province of South Africa remains one of the most spatially marginalized and economically underdeveloped regions, plagued by low educational attainment, poor infrastructure, and unsustainable land use. This study investigates the transformative power of spatial intelligence through a GIS-enhanced curriculum aimed at fostering sustainable planning and socio-economic revitalization. Grounded in Place-Based Experiential Learning Ped…
Water security and livelihoods in the arid zones of South Africa
Water insecurity poses a critical threat to livelihoods in South Africa’s arid zones, where rural communities are increasingly vulnerable to hydrological stress, ecological degradation, and socio-economic marginalization. Despite the urgency of the issue, scholarly engagement that bridges water security with rural development education through a human geography perspective remains underexplored. Also, inadequate integration of local ecological kn…
Learners’ attitudes towards multilingualism
French language as a subject was formally re-injected in the mainstream schools as a pilot project in 2009 in Lesotho. This language, which was initially introduced in schools in 1868 and whose popularity decreased following the missionaries’ departure from Lesotho, is viewed by the Ministry of Education and Training as an instrumental tool in promoting individual, national and socio-economic development. French, vis-à-vis English and Sesotho, is…
Main Trends of History Teaching in Africa From a Postcolonial Perspective
History education has always been a highly contested terrain especially in contexts whose pasts are marred by huge controversial, sensitive and emotive moments. This reality is more significant in the African continent, where issues such as slavery, colonisation, decolonisation, the partition of Africa; border crises; complexity of identity; race; apartheid, wars, xenophobia; chauvinism; military coups, forced evictions and subsequent land reclam…
Discursive Postcolonial Reflections of Reunification in Selected Contemporary Anglophone Cameroonian History Textbooks, 1961—2021
The Anglo-French partition of German Cameroon in 1961 and the eventual reunification in 1961 of British Southern Cameroons with French Cameroon are responsible for the significant presence of Anglo-French heritage in contemporary Cameroon. Since its reunification, the country has witnessed several internal tensions mainly informed by developments around reunification and the colonial legacies. This article adopts a critical content analysis appro…
Brain Drain in Africa
The so-called brain drain is a topical issue globally, and especially in Africa, where the phenomenon is multifaceted. Inspired by similar trends reported for Africa, this conceptual paper highlights the case of Cameroon by exploring the structure of academic staff recruitment by state universities, which is managed through a highly centralised bureaucratic public service system. The tendency to appoint people to key university positions, such as…
History education and citizenship conundrum
There have been serious efforts across countries to make history education more relevant. One such global effort is the integration of citizenship values into the history curriculum and syllabus of schools. Despite the successes of this initiative in some contexts, others have received it with mixed feelings thereby problematising its implementation and compromising the chances of a successful outcome. This article interrogates the relationship b…
Learners’ attitudes towards multilingualism
French language as a subject was formally re-injected in the mainstream schools as a pilot project in 2009 in Lesotho. This language, which was initially introduced in schools in 1868 and whose popularity decreased following the missionaries’ departure from Lesotho, is viewed by the Ministry of Education and Training as an instrumental tool in promoting individual, national and socio-economic development. French, vis-à-vis English and Sesotho, is…
Brain Drain in Africa
The so-called brain drain is a topical issue globally, and especially in Africa, where the phenomenon is multifaceted. Inspired by similar trends reported for Africa, this conceptual paper highlights the case of Cameroon by exploring the structure of academic staff recruitment by state universities, which is managed through a highly centralised bureaucratic public service system. The tendency to appoint people to key university positions, such as…
History education and citizenship conundrum
There have been serious efforts across countries to make history education more relevant. One such global effort is the integration of citizenship values into the history curriculum and syllabus of schools. Despite the successes of this initiative in some contexts, others have received it with mixed feelings thereby problematising its implementation and compromising the chances of a successful outcome. This article interrogates the relationship b…
Discursive Postcolonial Reflections of Reunification in Selected Contemporary Anglophone Cameroonian History Textbooks, 1961—2021
The Anglo-French partition of German Cameroon in 1961 and the eventual reunification in 1961 of British Southern Cameroons with French Cameroon are responsible for the significant presence of Anglo-French heritage in contemporary Cameroon. Since its reunification, the country has witnessed several internal tensions mainly informed by developments around reunification and the colonial legacies. This article adopts a critical content analysis appro…
Main Trends of History Teaching in Africa From a Postcolonial Perspective
History education has always been a highly contested terrain especially in contexts whose pasts are marred by huge controversial, sensitive and emotive moments. This reality is more significant in the African continent, where issues such as slavery, colonisation, decolonisation, the partition of Africa; border crises; complexity of identity; race; apartheid, wars, xenophobia; chauvinism; military coups, forced evictions and subsequent land reclam…
Learners’ attitudes towards multilingualism
French language as a subject was formally re-injected in the mainstream schools as a pilot project in 2009 in Lesotho. This language, which was initially introduced in schools in 1868 and whose popularity decreased following the missionaries’ departure from Lesotho, is viewed by the Ministry of Education and Training as an instrumental tool in promoting individual, national and socio-economic development. French, vis-à-vis English and Sesotho, is…
The Power of Geospatial Intelligence
The Northern Cape province of South Africa remains one of the most spatially marginalized and economically underdeveloped regions, plagued by low educational attainment, poor infrastructure, and unsustainable land use. This study investigates the transformative power of spatial intelligence through a GIS-enhanced curriculum aimed at fostering sustainable planning and socio-economic revitalization. Grounded in Place-Based Experiential Learning Ped…
Water security and livelihoods in the arid zones of South Africa
Water insecurity poses a critical threat to livelihoods in South Africa’s arid zones, where rural communities are increasingly vulnerable to hydrological stress, ecological degradation, and socio-economic marginalization. Despite the urgency of the issue, scholarly engagement that bridges water security with rural development education through a human geography perspective remains underexplored. Also, inadequate integration of local ecological kn…
Potential of academic field trips in developing students’ environmental education
In an era of escalating ecological crises, reimagining environmental education is both pedagogical and planetary imperative. This study confronts a critical problem: the persistent theory-practice gap in sustainability education, which often leaves graduates underequipped to address complex socio-ecological challenges. Grounded in the Experiential Learning Theory, Critical Place-Based Education, and Decolonizing Pedagogy, this pedagogical and eco…
Political science (5 works) · Curriculum (4 works) · Sociology (4 works) · Gender Studies (3 works) · Law (3 works) · Pedagogy (3 works) · Politics (3 works) · Archaeology (2 works) · Certificate (2 works) · Economic growth (2 works)