Ncamisile P Mthiyane
Biographic Data
| ID | 4150332 |
|---|---|
| NAME | Ncamisile P Mthiyane |
| GIVEN NAMES | Ncamisile P |
| FAMILY NAME | Mthiyane |
| SIGNATURE | MTHIYANE N P |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0002-0965-9683 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Internationalisation – dispelling the myth of African inferiority
Decoloniality is a framework addressing global power imbalances, particularly between the global north and south, rooted in the process of othering. This article suggests that internationalisation can promote decolonisation, particularly in South Africa, by challenging the notion of inferiority in the global south. Crossing disciplinary and geographical boundaries plays a crucial role in evolving classroom practice into reflective and reflexive c…
Promoting the Well-Being of Supervisors for Sustainable Early Childhood Development in an Informal Settlement
Early childhood development (ECD) centres are strategically positioned to create quality early learning opportunities that prepare children for adulthood, providing the necessary holistic sustainable learning. However, many ECD facilities in the informal settlements in South Africa function under a variety of psychosocial and contextual challenges that impact directly on the well-being of supervisors and practitioners. This study explored the nee…
Empathetic-reflective-dialogical restorying as a teaching-learning strategy in teacher education
Employing empathetic-reflective-dialogical restorying as a teaching-learning strategy, pre-service teachers situated in two different geographical contexts, namely, South Africa and Norway, engaged in self-dialogue, self-narrative and in a Community in Conversation. Using Adobe Connect, together, they participated in a Community in Dialogue. By using this teaching-learning strategy in combination with a real-time, web conferencing app, this small…
No prominent works on this page.
Empathetic-reflective-dialogical restorying as a teaching-learning strategy in teacher education
Employing empathetic-reflective-dialogical restorying as a teaching-learning strategy, pre-service teachers situated in two different geographical contexts, namely, South Africa and Norway, engaged in self-dialogue, self-narrative and in a Community in Conversation. Using Adobe Connect, together, they participated in a Community in Dialogue. By using this teaching-learning strategy in combination with a real-time, web conferencing app, this small…
Promoting the Well-Being of Supervisors for Sustainable Early Childhood Development in an Informal Settlement
Early childhood development (ECD) centres are strategically positioned to create quality early learning opportunities that prepare children for adulthood, providing the necessary holistic sustainable learning. However, many ECD facilities in the informal settlements in South Africa function under a variety of psychosocial and contextual challenges that impact directly on the well-being of supervisors and practitioners. This study explored the nee…
Internationalisation – dispelling the myth of African inferiority
Decoloniality is a framework addressing global power imbalances, particularly between the global north and south, rooted in the process of othering. This article suggests that internationalisation can promote decolonisation, particularly in South Africa, by challenging the notion of inferiority in the global south. Crossing disciplinary and geographical boundaries plays a crucial role in evolving classroom practice into reflective and reflexive c…
Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Dialogical self (2 works) · Educator Training and Historical Pedagogy (2 works) · Global Education and Multiculturalism (2 works) · Praxis (2 works) · Psychology (2 works) · Reflexivity (2 works) · Transformative learning (2 works)