Deidre Geduld
Biographic Data
| ID | 4150179 |
|---|---|
| NAME | Deidre Geduld |
| GIVEN NAMES | Deidre |
| FAMILY NAME | Geduld |
| SIGNATURE | GEDULD D |
| AFFILIATIONS | Nelson Mandela University |
| ORCID | 0000-0001-6175-0508 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reimagining teacher education through eco-pedagogy: Transitioning curriculum silos towards situated, justice-oriented learning
In the face of escalating ecological crises and widening social inequalities, reimagining teacher education through eco-pedagogy becomes not only urgent but transformative. This article examines how eco-pedagogical principles can be embedded across a four-year Bachelor of Education (BEd) programme at a South African university to cultivate ecological consciousness and social justice. Framed within Freirean critical pedagogy and implemented throug…
Walking With Words: A Reflexive Journey of Pre-Project Engagement Through Poetic and Participatory Methods
This reflective paper is written by a multi-stakeholder key advisory set (KAS) team consisting of university academics, engagement staff, and community-based practitioners from an Indigenous group called the Gamtouers, in South Africa. It critically examines the pre-project finalisation stage of a National Research Grant initiative, aligned with the New Frontiers in Research Fund multilateral project. During this stage, the KAS team engaged schoo…
Problematising participatory action research: Navigating the complexities of engaging TVET graduates in transformative inquiry
Humanising Online Teaching and Learning in the BEd. Foundation Phase Programme: Moving Beyond Covid-19
Covid-19 brought unforeseen and unpredicted challenges to higher education institutions (HEIs). In this paper, we recount the authors' experiences of exploring a humanising pedagogy as a way of practising social justice during online learning. Our Bachelor of Education, Foundation Phase (FP) classes consist of students from predominantly rural and urban low socioeconomic environments. The primary focus of this study was to explore the experiences…
Leading for Sustainability and Empowerment: Reflecting on the Power of Collaboration and Humanising Pedagogy
The Covid-19 pandemic caused great distress in the higher education sector, globally. Higher education institutions had to adapt from presenting in-person classes to online remote learning, bringing with this several challenges of increased workloads, feelings of loss, grief, and being overwhelmed for both students and academic staff. Leading in times of crisis is not easy. It is even more difficult for women leaders who must deal with the histor…
Transect walks as a critical community mapping tool to develop student teachers’ intercultural awareness
Student teachers in South Africa need to realise that although their classrooms are multilingual and multicultural, English remains the dominant language. Preparing student teachers for diverse classrooms require a pedagogical approach that will enable them to be agents of social change. This view supports transformative ideals in teacher education which seek to prepare student teachers to be able to embrace critical pedagogy. We argue for the in…
A Critical Approach to University-Community Partnerships: Reflecting on the Diverse Realities
Postapartheid South Africa has seen a greater focus on community engagement by universities, and its inclusion as one of the core focus areas of higher education in addition to teaching and research. This focus on engagement with the community was ignited by a requirement to enhance the university's social responsibility through establishing partnerships with the communities it serves. Higher education institutions have traditionally positioned t…
A Critical Approach to University-Community Partnerships: Reflecting on the Diverse Realities
Postapartheid South Africa has seen a greater focus on community engagement by universities, and its inclusion as one of the core focus areas of higher education in addition to teaching and research. This focus on engagement with the community was ignited by a requirement to enhance the university's social responsibility through establishing partnerships with the communities it serves. Higher education institutions have traditionally positioned t…
Transect walks as a critical community mapping tool to develop student teachers’ intercultural awareness
Student teachers in South Africa need to realise that although their classrooms are multilingual and multicultural, English remains the dominant language. Preparing student teachers for diverse classrooms require a pedagogical approach that will enable them to be agents of social change. This view supports transformative ideals in teacher education which seek to prepare student teachers to be able to embrace critical pedagogy. We argue for the in…
A Critical Approach to University-Community Partnerships: Reflecting on the Diverse Realities
Postapartheid South Africa has seen a greater focus on community engagement by universities, and its inclusion as one of the core focus areas of higher education in addition to teaching and research. This focus on engagement with the community was ignited by a requirement to enhance the university's social responsibility through establishing partnerships with the communities it serves. Higher education institutions have traditionally positioned t…
Humanising Online Teaching and Learning in the BEd. Foundation Phase Programme: Moving Beyond Covid-19
Covid-19 brought unforeseen and unpredicted challenges to higher education institutions (HEIs). In this paper, we recount the authors' experiences of exploring a humanising pedagogy as a way of practising social justice during online learning. Our Bachelor of Education, Foundation Phase (FP) classes consist of students from predominantly rural and urban low socioeconomic environments. The primary focus of this study was to explore the experiences…
Leading for Sustainability and Empowerment: Reflecting on the Power of Collaboration and Humanising Pedagogy
The Covid-19 pandemic caused great distress in the higher education sector, globally. Higher education institutions had to adapt from presenting in-person classes to online remote learning, bringing with this several challenges of increased workloads, feelings of loss, grief, and being overwhelmed for both students and academic staff. Leading in times of crisis is not easy. It is even more difficult for women leaders who must deal with the histor…
Reimagining teacher education through eco-pedagogy: Transitioning curriculum silos towards situated, justice-oriented learning
In the face of escalating ecological crises and widening social inequalities, reimagining teacher education through eco-pedagogy becomes not only urgent but transformative. This article examines how eco-pedagogical principles can be embedded across a four-year Bachelor of Education (BEd) programme at a South African university to cultivate ecological consciousness and social justice. Framed within Freirean critical pedagogy and implemented throug…
Walking With Words: A Reflexive Journey of Pre-Project Engagement Through Poetic and Participatory Methods
This reflective paper is written by a multi-stakeholder key advisory set (KAS) team consisting of university academics, engagement staff, and community-based practitioners from an Indigenous group called the Gamtouers, in South Africa. It critically examines the pre-project finalisation stage of a National Research Grant initiative, aligned with the New Frontiers in Research Fund multilateral project. During this stage, the KAS team engaged schoo…
Problematising participatory action research: Navigating the complexities of engaging TVET graduates in transformative inquiry
Pedagogy (4 works) · Sociology (4 works) · Transformative learning (4 works) · Participatory action research (3 works) · Political science (3 works) · Psychology (3 works) · Qualitative research (3 works) · Social science (3 works) · Action research (2 works) · Citizen journalism (2 works)