Zayd Waghid
Biographic Data
| ID | 4279855 |
|---|---|
| NAME | Zayd Waghid |
| GIVEN NAMES | Zayd |
| FAMILY NAME | Waghid |
| SIGNATURE | WAGHID Z |
| AFFILIATIONS | Cape Peninsula University of Technology |
| ORCID | 0000-0002-3404-1041 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teacher relationships in online communities of practice for developing TPACK in future education crises
This study investigated the strengths of teachers’ relationships within their online Communities of Practice (CoPs) as they developed technological, pedagogical, and content knowledge (TPACK) during the COVID-19 pandemic. The study is grounded on the Strong and Weak Tie Theory introduced by Granovetter (Am J Sociol 78(6), 1360–1380, 1973), the TPACK model developed by Mishra and Koehler (Teachers College Record 108(6), 1017–1054, 2006), and the C…
Reimagining teacher professional development in Kenya
Despite the recognised link between teacher professional development and student achievement, Kenyan teachers and other educators contend with systemic inequalities and a disconnect between training models and classroom realities. This qualitative study, grounded in Social Cognitive Theory, interrogates the lived experiences of teachers and administrators to examine how teacher professional development can be reimagined to better align with diver…
Global citizenship education as an ethics of care
Defamiliarization in advancing a decolonial approach to global citizenship education
The purpose of this article is to investigate whether defamiliarization used in schools by some preservice teachers during their teaching practice can be considered an appropriate decolonizing pedagogical practice for advancing global citizenship education (GCE). The research used a case study design, with data collected in the form of reflection essays from 11 preservice teachers during their teaching practice period. The findings indicate that …
Embracing the decolonial, critical, and ethical shift in global citizenship education
Cultivating students' critical consciousness through global citizenship education
Cultivating Critical Thinking, Social Justice Awareness and Empathy Among Pre-service Teachers Through Online Discussions on Global Citizenship Education
There is a paucity of research on the efficacy of online asynchronous discussion forums in fostering critical thinking, social justice awareness and empathy in pre-service teachers. This study adopted a case study design rooted in the social constructivist/interpretive paradigm. South African university pre-service teachers comprised the study’s sample. To examine how online discussions about Global Citizenship Education (GCE) affected the critic…
Nurturing youth film literacy
Post-digital, as a timeframe set, raises specific concerns for young adults engaged in artistic and cultural activities, seeking to establish a sustainable livelihood within a semi-rural South African context. They grapple with issues such as determining their positionality within a world marked by fading boundaries between the physical and digital. To better understand the post-digital impact on experiential learning opportunities for young adul…
On the (Im)Possibility of Religious (Dis)Engagement
This article begins with the premise that the word “religious” implies having a connection with the human being, rationally and spiritually. In other words, we cannot talk about an experience of a religious kind if people, and their sense of rationality and spirituality are absent. Humans internalise a religious experience if they happen to connect with one another in some way or the other, (re-)examine one another’s claims of reason, and disclos…
Examining information and communication technology use in public primary schools in South Africa from the capability approach
In 2015 the Western Cape Government (WCG) in South Africa introduced the e-Learning Game Changer initiative to offer teachers in public schools information and communications technology (ICT) resources to improve their pedagogy. Despite the efforts by the WCG to improve ICT use for teaching in public schools, successful ICT integration hardly takes place in several historically disadvantaged (albeit affluent) schools, which constitute a minority …
Higher Teaching and Learning for Alternative Futures
Philosophy of education in a new key
In this conversational article, we consider cultivating decoloniality in university education by drawing upon Jacques Ranci ere’s (2010) notion of a living philosophy. Ranci ere’s (2010) living philosophy holds the possibility of both a medium and a space for a re-thinking and a re-contemplation of what life is in relation to what it might be. Through engaging and sharing real human experiences from and within African societies and universities, …
Decolonising preservice teachers' colonialist thoughts in higher education through defamiliarisation as a pedagogy
The social, political, and economic inequalities embedded and reflected in all social life in South Africa continue to shape the higher education landscape of the country. Calls for the higher education curricula in South Africa to be transformed under the guide of decolonisation requires primarily a reform of the colonising spaces in which teaching in higher education takes place. Using a case study at a university of technology that explicates …
Cultivating social entrepreneurial capacities in students through film
In South Africa, the economic, social, and political institutions designed to provide for the basic needs and fundamental rights of all citizens in society are failing to address the escalating socioeconomic problems for large segments of the population. Studies suggest that the provision of entrepreneurship education strengthens the entrepreneurial capacity of students to launch new ventures, which has economic implications in society (Mars, Sla…
Combating Terrorism through an Education for Democratic Iteration
In this article, we argue analytically that democratic iteration is a plausible discourse to mitigate terrorism in the contemporary world. By far the most pertinent position we advance is the need for democratic iteration among people who perpetrate acts of violence and those subjected to the perpetration of such acts. An education for freedom from terror is justifiable in the sense that such a view of education would cultivate intercultural unde…
Combating Terrorism through an Education for Democratic Iteration
In this article, we argue analytically that democratic iteration is a plausible discourse to mitigate terrorism in the contemporary world. By far the most pertinent position we advance is the need for democratic iteration among people who perpetrate acts of violence and those subjected to the perpetration of such acts. An education for freedom from terror is justifiable in the sense that such a view of education would cultivate intercultural unde…
Response to Paul Smeyers’s Review of Conceptions of Islamic Education
Teacher mobility, ‘brain drain’, labour markets and educational resources in the Commonwealth
by W.J. Morgan, A. Sives and S. Appleton, Nottingham, UNESCO Centre for Comparative Educational Research, 2006, 218 pp. (paperback), ISBN 66 1‐86192‐762 2 This book explores teacher mobility, more
Referees
Philosophy of education in a new key
In this conversational article, we consider cultivating decoloniality in university education by drawing upon Jacques Ranci ere’s (2010) notion of a living philosophy. Ranci ere’s (2010) living philosophy holds the possibility of both a medium and a space for a re-thinking and a re-contemplation of what life is in relation to what it might be. Through engaging and sharing real human experiences from and within African societies and universities, …
Cultivating social entrepreneurial capacities in students through film
In South Africa, the economic, social, and political institutions designed to provide for the basic needs and fundamental rights of all citizens in society are failing to address the escalating socioeconomic problems for large segments of the population. Studies suggest that the provision of entrepreneurship education strengthens the entrepreneurial capacity of students to launch new ventures, which has economic implications in society (Mars, Sla…
Nurturing youth film literacy
Post-digital, as a timeframe set, raises specific concerns for young adults engaged in artistic and cultural activities, seeking to establish a sustainable livelihood within a semi-rural South African context. They grapple with issues such as determining their positionality within a world marked by fading boundaries between the physical and digital. To better understand the post-digital impact on experiential learning opportunities for young adul…
Examining information and communication technology use in public primary schools in South Africa from the capability approach
In 2015 the Western Cape Government (WCG) in South Africa introduced the e-Learning Game Changer initiative to offer teachers in public schools information and communications technology (ICT) resources to improve their pedagogy. Despite the efforts by the WCG to improve ICT use for teaching in public schools, successful ICT integration hardly takes place in several historically disadvantaged (albeit affluent) schools, which constitute a minority …
Decolonising preservice teachers' colonialist thoughts in higher education through defamiliarisation as a pedagogy
The social, political, and economic inequalities embedded and reflected in all social life in South Africa continue to shape the higher education landscape of the country. Calls for the higher education curricula in South Africa to be transformed under the guide of decolonisation requires primarily a reform of the colonising spaces in which teaching in higher education takes place. Using a case study at a university of technology that explicates …
Teacher mobility, ‘brain drain’, labour markets and educational resources in the Commonwealth
by W.J. Morgan, A. Sives and S. Appleton, Nottingham, UNESCO Centre for Comparative Educational Research, 2006, 218 pp. (paperback), ISBN 66 1‐86192‐762 2 This book explores teacher mobility, more
Referees
Teacher mobility, ‘brain drain’, labour markets and educational resources in the Commonwealth
by W.J. Morgan, A. Sives and S. Appleton, Nottingham, UNESCO Centre for Comparative Educational Research, 2006, 218 pp. (paperback), ISBN 66 1‐86192‐762 2 This book explores teacher mobility, more
Response to Paul Smeyers’s Review of Conceptions of Islamic Education
Combating Terrorism through an Education for Democratic Iteration
In this article, we argue analytically that democratic iteration is a plausible discourse to mitigate terrorism in the contemporary world. By far the most pertinent position we advance is the need for democratic iteration among people who perpetrate acts of violence and those subjected to the perpetration of such acts. An education for freedom from terror is justifiable in the sense that such a view of education would cultivate intercultural unde…
Combating Terrorism through an Education for Democratic Iteration
In this article, we argue analytically that democratic iteration is a plausible discourse to mitigate terrorism in the contemporary world. By far the most pertinent position we advance is the need for democratic iteration among people who perpetrate acts of violence and those subjected to the perpetration of such acts. An education for freedom from terror is justifiable in the sense that such a view of education would cultivate intercultural unde…
Cultivating social entrepreneurial capacities in students through film
In South Africa, the economic, social, and political institutions designed to provide for the basic needs and fundamental rights of all citizens in society are failing to address the escalating socioeconomic problems for large segments of the population. Studies suggest that the provision of entrepreneurship education strengthens the entrepreneurial capacity of students to launch new ventures, which has economic implications in society (Mars, Sla…
Decolonising preservice teachers' colonialist thoughts in higher education through defamiliarisation as a pedagogy
The social, political, and economic inequalities embedded and reflected in all social life in South Africa continue to shape the higher education landscape of the country. Calls for the higher education curricula in South Africa to be transformed under the guide of decolonisation requires primarily a reform of the colonising spaces in which teaching in higher education takes place. Using a case study at a university of technology that explicates …
Philosophy of education in a new key
In this conversational article, we consider cultivating decoloniality in university education by drawing upon Jacques Ranci ere’s (2010) notion of a living philosophy. Ranci ere’s (2010) living philosophy holds the possibility of both a medium and a space for a re-thinking and a re-contemplation of what life is in relation to what it might be. Through engaging and sharing real human experiences from and within African societies and universities, …
Higher Teaching and Learning for Alternative Futures
Examining information and communication technology use in public primary schools in South Africa from the capability approach
In 2015 the Western Cape Government (WCG) in South Africa introduced the e-Learning Game Changer initiative to offer teachers in public schools information and communications technology (ICT) resources to improve their pedagogy. Despite the efforts by the WCG to improve ICT use for teaching in public schools, successful ICT integration hardly takes place in several historically disadvantaged (albeit affluent) schools, which constitute a minority …
On the (Im)Possibility of Religious (Dis)Engagement
This article begins with the premise that the word “religious” implies having a connection with the human being, rationally and spiritually. In other words, we cannot talk about an experience of a religious kind if people, and their sense of rationality and spirituality are absent. Humans internalise a religious experience if they happen to connect with one another in some way or the other, (re-)examine one another’s claims of reason, and disclos…
Cultivating Critical Thinking, Social Justice Awareness and Empathy Among Pre-service Teachers Through Online Discussions on Global Citizenship Education
There is a paucity of research on the efficacy of online asynchronous discussion forums in fostering critical thinking, social justice awareness and empathy in pre-service teachers. This study adopted a case study design rooted in the social constructivist/interpretive paradigm. South African university pre-service teachers comprised the study’s sample. To examine how online discussions about Global Citizenship Education (GCE) affected the critic…
Nurturing youth film literacy
Post-digital, as a timeframe set, raises specific concerns for young adults engaged in artistic and cultural activities, seeking to establish a sustainable livelihood within a semi-rural South African context. They grapple with issues such as determining their positionality within a world marked by fading boundaries between the physical and digital. To better understand the post-digital impact on experiential learning opportunities for young adul…
Defamiliarization in advancing a decolonial approach to global citizenship education
The purpose of this article is to investigate whether defamiliarization used in schools by some preservice teachers during their teaching practice can be considered an appropriate decolonizing pedagogical practice for advancing global citizenship education (GCE). The research used a case study design, with data collected in the form of reflection essays from 11 preservice teachers during their teaching practice period. The findings indicate that …
Embracing the decolonial, critical, and ethical shift in global citizenship education
Cultivating students' critical consciousness through global citizenship education
Teacher relationships in online communities of practice for developing TPACK in future education crises
This study investigated the strengths of teachers’ relationships within their online Communities of Practice (CoPs) as they developed technological, pedagogical, and content knowledge (TPACK) during the COVID-19 pandemic. The study is grounded on the Strong and Weak Tie Theory introduced by Granovetter (Am J Sociol 78(6), 1360–1380, 1973), the TPACK model developed by Mishra and Koehler (Teachers College Record 108(6), 1017–1054, 2006), and the C…
Reimagining teacher professional development in Kenya
Despite the recognised link between teacher professional development and student achievement, Kenyan teachers and other educators contend with systemic inequalities and a disconnect between training models and classroom realities. This qualitative study, grounded in Social Cognitive Theory, interrogates the lived experiences of teachers and administrators to examine how teacher professional development can be reimagined to better align with diver…
Global citizenship education as an ethics of care
Sociology (14 works) · Political science (12 works) · Pedagogy (10 works) · Law (9 works) · Psychology (9 works) · Global Education and Multiculturalism (7 works) · Citizenship (5 works) · Epistemology (5 works) · Law (5 works) · Global Educational Policies and Reforms (4 works)