Logamurthie Athiemoolam
Biographic Data
| ID | 4150324 |
|---|---|
| NAME | Logamurthie Athiemoolam |
| GIVEN NAMES | Logamurthie |
| FAMILY NAME | Athiemoolam |
| SIGNATURE | ATHIEMOOLAM L |
| AFFILIATIONS | Nelson Mandela University |
| ORCID | 0000-0002-7844-1434 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Education Research in African Contexts: Traditions and New Beginnings for Knowledge and Impact
dited by Paul Webb, Mathabo Khau, and Proscovia Namubiru Ssentamu Nomalungelo African Mind Publishers, 2024 274 pp. Print ISBN 978-1-0672535-0-9, E-Book- ISBN 978-1-0672535-1-6, E-Pub - 978-1-0672535-2-3 Open Access website: https://www.africanminds.co.za/wp-content/uploads/2024/12/Education-Research-in-African-Contexts-Web.pdf Education Research in African Contexts: Traditions and New Beginnings for Knowledge and Impact, edited by Paul Webb, Mat…
Decolonising Our Teaching by Embracing Drama Pedagogy and Theatre in Education in Higher Education Classes
The pedagogy that characterises higher education classes tends to align predominantly to a banking approach to teaching, where the lecturer is central to the teaching process while the students are passive recipients of the knowledge with limited opportunities for critical engagement and reflection on the content presented to the class. The outcome of this approach to teaching and learning is the development of a passive citizenry with limited cr…
Teaching approaches adopted by teachers in multicultural classrooms in secondary schools in Port Elizabeth, South Africa
Purpose The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port Elizabeth, South Africa, after schools became desegregated in 1994 and changed from being mono-ethnic to multi-ethnic. Design/methodology/approach This study was conducted through a qualitative research approach against the backdrop of a phenomenological design …
An Exploration of Pre-Service Student Teachers' Understanding of Social Justice Issues Through Theatre-in-Education
The aim of this qualitative study was to establish how students' understanding of social justice was enhanced through their participation in the theatre-in-education process, and its contribution to their learning. The population of the study comprised all students registered for the third-year education module, Issues and Challenges in Education-PGED 302. The population included Bachelor of Education (Foundation Phase, Intermediate Phase, and FE…
Using tableaus to explore teachers’ perceptions of how unequal power relations contribute to the spread of HIV and Aids
The article explores pre-and in-service teachers' perceptions of how unequal power relations contribute towards the spread of HIV and AIDS. The sample, consisting of 19 teachers; 6 pre-service teachers from a Higher Education Institution and 13 in-service teachers from a rural primary school shared their views, through the use of tableaus, on how power relations between males and females contributed towards HIV and AIDS.The findings, emerging fro…
Understanding gender, sexuality and HIV risk in HEIs: Narratives of International Post-Graduate Students
Thirty years into the HIV&AIDS pandemic, the world is still striving to reduce new HIV infections and halve AIDS related deaths by 2015. However, sub-Saharan Africa still faces the burden of HIV infections as governments and private institutions try out different prevention strategies (UNAIDS 2011). Several scholars have argued that multiple concurrent sexual partnerships (MCSP) pose the greatest risk for new HIV infections. Furthermore, research…
Using participatory and visual arts-based methodologies to promote sustainable teaching and learning ecologies: Through the Eyes of Pre- Service Teachers
The National Framework for Quality Education in Rural Areas (DoE, 2006) draws attention to education in rural ecologies and scrutinises the role of HEIs in developing teachers who understand the diverse contexts and who are able to facilitate quality teaching and learning in such contexts. Drawing from the project 'New teachers for new times: Visual methodologies for social change in rural education in the age of AIDS', this article explores how …
An Exploration of Pre-Service Student Teachers' Understanding of Social Justice Issues Through Theatre-in-Education
The aim of this qualitative study was to establish how students' understanding of social justice was enhanced through their participation in the theatre-in-education process, and its contribution to their learning. The population of the study comprised all students registered for the third-year education module, Issues and Challenges in Education-PGED 302. The population included Bachelor of Education (Foundation Phase, Intermediate Phase, and FE…
Understanding gender, sexuality and HIV risk in HEIs: Narratives of International Post-Graduate Students
Thirty years into the HIV&AIDS pandemic, the world is still striving to reduce new HIV infections and halve AIDS related deaths by 2015. However, sub-Saharan Africa still faces the burden of HIV infections as governments and private institutions try out different prevention strategies (UNAIDS 2011). Several scholars have argued that multiple concurrent sexual partnerships (MCSP) pose the greatest risk for new HIV infections. Furthermore, research…
Using participatory and visual arts-based methodologies to promote sustainable teaching and learning ecologies: Through the Eyes of Pre- Service Teachers
The National Framework for Quality Education in Rural Areas (DoE, 2006) draws attention to education in rural ecologies and scrutinises the role of HEIs in developing teachers who understand the diverse contexts and who are able to facilitate quality teaching and learning in such contexts. Drawing from the project 'New teachers for new times: Visual methodologies for social change in rural education in the age of AIDS', this article explores how …
Using tableaus to explore teachers’ perceptions of how unequal power relations contribute to the spread of HIV and Aids
The article explores pre-and in-service teachers' perceptions of how unequal power relations contribute towards the spread of HIV and AIDS. The sample, consisting of 19 teachers; 6 pre-service teachers from a Higher Education Institution and 13 in-service teachers from a rural primary school shared their views, through the use of tableaus, on how power relations between males and females contributed towards HIV and AIDS.The findings, emerging fro…
Teaching approaches adopted by teachers in multicultural classrooms in secondary schools in Port Elizabeth, South Africa
Purpose The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port Elizabeth, South Africa, after schools became desegregated in 1994 and changed from being mono-ethnic to multi-ethnic. Design/methodology/approach This study was conducted through a qualitative research approach against the backdrop of a phenomenological design …
An Exploration of Pre-Service Student Teachers' Understanding of Social Justice Issues Through Theatre-in-Education
The aim of this qualitative study was to establish how students' understanding of social justice was enhanced through their participation in the theatre-in-education process, and its contribution to their learning. The population of the study comprised all students registered for the third-year education module, Issues and Challenges in Education-PGED 302. The population included Bachelor of Education (Foundation Phase, Intermediate Phase, and FE…
Decolonising Our Teaching by Embracing Drama Pedagogy and Theatre in Education in Higher Education Classes
The pedagogy that characterises higher education classes tends to align predominantly to a banking approach to teaching, where the lecturer is central to the teaching process while the students are passive recipients of the knowledge with limited opportunities for critical engagement and reflection on the content presented to the class. The outcome of this approach to teaching and learning is the development of a passive citizenry with limited cr…
Education Research in African Contexts: Traditions and New Beginnings for Knowledge and Impact
dited by Paul Webb, Mathabo Khau, and Proscovia Namubiru Ssentamu Nomalungelo African Mind Publishers, 2024 274 pp. Print ISBN 978-1-0672535-0-9, E-Book- ISBN 978-1-0672535-1-6, E-Pub - 978-1-0672535-2-3 Open Access website: https://www.africanminds.co.za/wp-content/uploads/2024/12/Education-Research-in-African-Contexts-Web.pdf Education Research in African Contexts: Traditions and New Beginnings for Knowledge and Impact, edited by Paul Webb, Mat…
Pedagogy (5 works) · Sociology (5 works) · Medicine (4 works) · Psychology (4 works) · Social science (3 works) · Focus group (2 works) · Gender Roles and Identity Studies (2 works) · Geography (2 works) · Mathematics education (2 works) · Medical education (2 works)