Obakeng Kagola
Biographic Data
| ID | 4150216 |
|---|---|
| NAME | Obakeng Kagola |
| GIVEN NAMES | Obakeng |
| FAMILY NAME | Kagola |
| SIGNATURE | KAGOLA O |
| AFFILIATIONS | Nelson Mandela University |
| ORCID | 0000-0002-9841-8696 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Prevalence, responses, and strategic interventions of pregnancy in childhood and adolescence in South Africa
While the education system’s response to pregnancy in childhood and adolescence has been to ensure that pregnant teenagers attend school before and after childbirth, the criminal justice system has set grounds for civil and criminal proceedings for fathers who impregnate girls under the age of sixteen. However, both the education and criminal justice systems remain silent about the prevalence, responses, and strategic interventions towards allevi…
Men in the Early Years of Learning: Using a Collaborative Collage to Re-imagine Caring Masculinities amongst Male Foundation Phase Teachers in South Africa
Men’s participation in feminine professions such as teaching in children’s formative years in the Foundation Phase (FP) has opened possibilities for researching and rethinking tenets linked to education, disrupting images of stoicism and power surrounding masculinities. This paper reports on a qualitative participatory visual methodological study that explored six male FP teachers’ conceptualisation and practices of care in their schooling enviro…
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…
Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher
Foundation Phase (FP) classrooms are not immune to incidents directly related to sexuality. Sexuality education, which is part of the FP life skills curriculum, is an essential part of the holistic development of FP learners. Studies about FP sexuality education report that FP teachers' formal approach to sexuality education is often restrictive. In this article, we use life history methodology to explore a single case study of a same-sex desirin…
Using Collages to Change School Governing Body Perceptions of Male Foundation Phase Teachers
The paper explores how collages can be used to change school governing body (SGB) members' perceptions of male teachers in the foundation phase (FP) in the Nelson Mandela Metropole, South Africa. The involvement of men in FP teaching forms part of initiatives to diversify and do away with the underrepresentation of men in the early years of learning. SGBs play an integral role in the recruitment and retaining of teachers in schools, but not much …
Using Collages to Change School Governing Body Perceptions of Male Foundation Phase Teachers
The paper explores how collages can be used to change school governing body (SGB) members' perceptions of male teachers in the foundation phase (FP) in the Nelson Mandela Metropole, South Africa. The involvement of men in FP teaching forms part of initiatives to diversify and do away with the underrepresentation of men in the early years of learning. SGBs play an integral role in the recruitment and retaining of teachers in schools, but not much …
Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher
Foundation Phase (FP) classrooms are not immune to incidents directly related to sexuality. Sexuality education, which is part of the FP life skills curriculum, is an essential part of the holistic development of FP learners. Studies about FP sexuality education report that FP teachers' formal approach to sexuality education is often restrictive. In this article, we use life history methodology to explore a single case study of a same-sex desirin…
Using Collages to Change School Governing Body Perceptions of Male Foundation Phase Teachers
The paper explores how collages can be used to change school governing body (SGB) members' perceptions of male teachers in the foundation phase (FP) in the Nelson Mandela Metropole, South Africa. The involvement of men in FP teaching forms part of initiatives to diversify and do away with the underrepresentation of men in the early years of learning. SGBs play an integral role in the recruitment and retaining of teachers in schools, but not much …
Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher
Foundation Phase (FP) classrooms are not immune to incidents directly related to sexuality. Sexuality education, which is part of the FP life skills curriculum, is an essential part of the holistic development of FP learners. Studies about FP sexuality education report that FP teachers' formal approach to sexuality education is often restrictive. In this article, we use life history methodology to explore a single case study of a same-sex desirin…
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…
Prevalence, responses, and strategic interventions of pregnancy in childhood and adolescence in South Africa
While the education system’s response to pregnancy in childhood and adolescence has been to ensure that pregnant teenagers attend school before and after childbirth, the criminal justice system has set grounds for civil and criminal proceedings for fathers who impregnate girls under the age of sixteen. However, both the education and criminal justice systems remain silent about the prevalence, responses, and strategic interventions towards allevi…
Men in the Early Years of Learning: Using a Collaborative Collage to Re-imagine Caring Masculinities amongst Male Foundation Phase Teachers in South Africa
Men’s participation in feminine professions such as teaching in children’s formative years in the Foundation Phase (FP) has opened possibilities for researching and rethinking tenets linked to education, disrupting images of stoicism and power surrounding masculinities. This paper reports on a qualitative participatory visual methodological study that explored six male FP teachers’ conceptualisation and practices of care in their schooling enviro…
Curriculum (3 works) · Foundation (evidence (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Adolescent Sexual and Reproductive Health (2 works) · Engineering (2 works) · Gender Roles and Identity Studies (2 works) · Human sexuality (2 works) · Qualitative research (2 works)