Thenjiwe Emily Major
Biographic Data
| ID | 4250266 |
|---|---|
| NAME | Thenjiwe Emily Major |
| GIVEN NAMES | Thenjiwe Emily |
| FAMILY NAME | Major |
| SIGNATURE | MAJOR T E |
| AFFILIATIONS | University of Botswana |
| ORCID | 0000-0003-2803-4619 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Decolonizing democratic aims of education in Botswana
Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is driven by outcome-based education (OBE), with its m…
Norwegian teachers
This study explored what teaching competencies teachers in Norwegian Junior high and Senior high schools perceived as important to their teaching in inclusive education (IE) classrooms. The participants (N-206) responded to a 15-item survey Perceived Competencies for Inclusive Teaching Scale focussed on competencies, and one open-ended question about the resources that will support effective teaching. The results were analysed using descriptive s…
Botswana teachers
The implementation of inclusive education continues to pose challenges to teachers world-wide and Botswana is no exception. This study aimed to explore the teaching competencies general education teachers in Botswana primary schools perceived as important to their teaching in inclusive classrooms. Using a quantitative research approach, 116 general education primary school teachers completed a 14-Item questionnaire titled Perceived Competencies f…
Community engagement with a postcolonial, African-based relational paradigm
The article engages with debates on democratizing and decolonizing research to promote multi-epistemological research partnerships that revolutionize the research methods landscape, bringing new paradigms onto the map to advance new research methods that engage and transform communities. The argument in the article is that people of all worlds irrespective of geographic location, colour, race, ability, gender or socio-economic status should have …
Decolonizing and Indigenizing Evaluation Practice in Africa
Efforts at making evaluation culturally relevant have become central to evaluation discourses globally. However, global attempts at culturally responsive practice have not succeeded in incorporating African voices. This article discusses African perspectives on decolonization and indigenization of evaluation. It further provides a description of an African relational evaluation paradigm as a basis for originating evaluation practices and theories…
Community engagement with a postcolonial, African-based relational paradigm
The article engages with debates on democratizing and decolonizing research to promote multi-epistemological research partnerships that revolutionize the research methods landscape, bringing new paradigms onto the map to advance new research methods that engage and transform communities. The argument in the article is that people of all worlds irrespective of geographic location, colour, race, ability, gender or socio-economic status should have …
Botswana teachers
The implementation of inclusive education continues to pose challenges to teachers world-wide and Botswana is no exception. This study aimed to explore the teaching competencies general education teachers in Botswana primary schools perceived as important to their teaching in inclusive classrooms. Using a quantitative research approach, 116 general education primary school teachers completed a 14-Item questionnaire titled Perceived Competencies f…
Decolonizing democratic aims of education in Botswana
Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is driven by outcome-based education (OBE), with its m…
Norwegian teachers
This study explored what teaching competencies teachers in Norwegian Junior high and Senior high schools perceived as important to their teaching in inclusive education (IE) classrooms. The participants (N-206) responded to a 15-item survey Perceived Competencies for Inclusive Teaching Scale focussed on competencies, and one open-ended question about the resources that will support effective teaching. The results were analysed using descriptive s…
Decolonizing and Indigenizing Evaluation Practice in Africa
Efforts at making evaluation culturally relevant have become central to evaluation discourses globally. However, global attempts at culturally responsive practice have not succeeded in incorporating African voices. This article discusses African perspectives on decolonization and indigenization of evaluation. It further provides a description of an African relational evaluation paradigm as a basis for originating evaluation practices and theories…
Community engagement with a postcolonial, African-based relational paradigm
The article engages with debates on democratizing and decolonizing research to promote multi-epistemological research partnerships that revolutionize the research methods landscape, bringing new paradigms onto the map to advance new research methods that engage and transform communities. The argument in the article is that people of all worlds irrespective of geographic location, colour, race, ability, gender or socio-economic status should have …
Botswana teachers
The implementation of inclusive education continues to pose challenges to teachers world-wide and Botswana is no exception. This study aimed to explore the teaching competencies general education teachers in Botswana primary schools perceived as important to their teaching in inclusive classrooms. Using a quantitative research approach, 116 general education primary school teachers completed a 14-Item questionnaire titled Perceived Competencies f…
Norwegian teachers
This study explored what teaching competencies teachers in Norwegian Junior high and Senior high schools perceived as important to their teaching in inclusive education (IE) classrooms. The participants (N-206) responded to a 15-item survey Perceived Competencies for Inclusive Teaching Scale focussed on competencies, and one open-ended question about the resources that will support effective teaching. The results were analysed using descriptive s…
Decolonizing democratic aims of education in Botswana
Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is driven by outcome-based education (OBE), with its m…
Sociology (4 works) · Political science (3 works) · African cultural and philosophical studies (2 works) · Collaborative Teaching and Inclusion (2 works) · Decolonization (2 works) · Descriptive statistics (2 works) · Epistemology (2 works) · Gender Studies (2 works) · Inclusion (mineral (2 works) · Inclusion and Disability in Education and Sport (2 works)