Maximus Monaheng Sefotho
Dados Biográficos
| ID | 4628050 |
|---|---|
| NOME | Maximus Monaheng Sefotho |
| PRENOMES | Maximus Monaheng |
| SOBRENOME | Sefotho |
| ASSINATURA | SEFOTHO M M |
| AFILIAÇÕES | University of Johannesburg |
| ORCID | 0000-0003-0704-1983 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAÇÕES | 9 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Inclusive education legal framework in addressing undiagnosed learning difficulties
Education is education if it is available to everyone
Inclusive education is often celebrated as a universal human right, yet for many learners with undiagnosed learning difficulties, systemic barriers render this promise hollow. This paper critically interrogates the assumptions underlying inclusive education policies in South Africa, revealing how reliance on formal diagnoses invisibilises diverse learning needs and perpetuates exclusion. Drawing on Ubuntu philosophy and resilience theory, this st…
A transdisciplinary scoping review of social identity among African youths with autism
Autism spectrum disorder (ASD) is an evolving concept in the neurodiversity community. There is now a continuum of views ranging from biological through social models of which the medical model views ASD as pathological rather than atypical and the social model views disability as arising from the obstacles faced by individuals in societies. This qualitative study used the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA…
An Ubuntu approach to disability and inclusive development for women with disabilities
Harnessing the power of learning to listen deeply to each other's stories facilitates the interdependence and spirituality of Ubuntu to create supportive, inclusive development
Autism paradigms in a developing country setting
This study enhances understanding of self-perceptions among young people with ASD in Zimbabwe, revealing challenges and strengths unique to their experiences. It may inform educators and policymakers, promoting inclusive practices and tailored interventions, ultimately fostering empowerment, acceptance, and improved quality of life for young people within this community
Resilient narratives of a single mother raising a child with autism spectrum disorder
Community-based initiatives should boost public awareness and alleviate the cultural stigma surrounding neurodevelopmental conditions; prioritise resilience, strategy sharing, and advocacy to empower single mothers from survival to empowerment. Public healthcare support services must be improved
Impact of Psychosocial Intervention on Career Anxiety among University Students in Nigeria
This study examines the impact of psychosocial interventions on career anxiety among Nigerian university students, focusing on their unique socioeconomic challenges such as high unemployment and limited job opportunities. It also explores the role of demographic variables in the intervention’s effectiveness. An experimental design was conducted using 306 university students from Akwa Ibom State, Nigeria, was conducted. Participants were selected …
Exploring Personal Coping Strategies of Young Black Men raised by Single Mothers
This article reports on investigation of the personal coping strategies of young black men (YBM) raised by single mothers. An interpretivist paradigm was used to gain insight into YBM coping strategies and to explore their lived experiences. This was a qualitative study that employed purposive and snowball methods of sampling. The study sample consisted of nine participants and data were collected through semi-structured interviews, both face-to-…
Chief Mohlomi’s Indigenous Epistemology of a Healing Career
This study was a psychobiographical analysis of Chief Mohlomi’s indigenous epistemology of a healing career. Mohlomi was an unconventional thinker and the great-grandson of the king of the Bakoena, Monaheng, who lived in pre-colonial Africa. Mohlomi is generally referred to as the Socrates of Africa, a philosopher par excellence. He was also known as a great healer. The study answered the question: How can Chief Mohlomi’s indigenous epistemology …
Supporting Learners with Mild Intellectual Developmental Disorders with Career Development in Mainstream Schools
Many learners with mild intellectual developmental disorders (IDD) in mainstream primary schools in the Free State Province of South Africa require support to maximise their learning potential and prepare them for work post-school. In this study, a qualitative approach and Critical Disability Theory were used to explore the experiences of education stakeholders (teachers, parents, and principals) in how schools support the career development of l…
Challenges of competency-based curriculum in teaching learners with learning disabilities
The study findings will assist in identifying areas that need to be improved and need strengthening. The education policy makers in the country will have a better understanding of challenges faced by teachers in the implementation of competency-based curriculum in Zimbabwe
“Nothing About Us Without Us.” The Storied Narratives of a Researcher with Hearing Impairment
The motivation for this study was the realization that the mantra: “nothing about us without us” is indeed a strong foundation for a better understanding of the learning experiences of learners with a hearing impairment. Therefore, analysing the lived experiences of a learner as an insider is a point of departure for the current research paper. The emphasis was to conduct a qualitative research study anchored on an interpretivist paradigm. The st…
Homophilic social networks and school adjustment among primary school pupils
Social network patterns were explored among Zimbabwean rural school pupils to determine their peer preferences and statuses. Participants were 173 school pupils attending grades 4–6 in a rural school in Zimbabwe (76 boys; 97 girls; age range 9 years to 12 years). The pupils completed a peer social statuses nomination measure, and a subsample of them participated in a brief interview to elaborate on their nominations. In addition, documents held b…
The effects of cognitive effort on academic performance of learners with cochlear implants in a private mainstream school in Gauteng
This study contributes a unique focus on learners with cochlear implants in mainstream schools in South Africa. The study highlights that cognitive effort of learners with cochlear implants influenced their capabilities to multitask and retain information, despite the effort they have to put into listening. Further research should be conducted to develop interventions that could lesson cognitive effort while increasing learner productivity. The a…
The matrix of linguistic exclusions impeding career construction for D/deaf learners
This study concluded that linguistic exclusions experienced by Deaf learners are created by a combination of systemic factors, which impede the career construction of D/deaf learners. Implications and suggestions for advancing their linguistic inclusion are discussed
Teaching Learners with Visual Impairment
This book, Teaching Learners with Visual Impairment, focuses on holistic support to learners with visual impairment in and beyond the classroom and school context. Special attention is given to classroom practice, learning support, curriculum differentiation and assessment practices, to mention but a few areas of focus covered in the book. In this manner, this book makes a significant contribution to the existing body of knowledge on the implemen…
Higher education uses community engagement-partnership as a research space to build knowledge
Unsettling transdisciplinary perspectives on sustainability issues
This study is a critical discourse (metadata) cross-case analysis of six manuscripts on psychology of sustainable development that comprise a special section on transdisciplinary approaches to sustainable development. These six manuscripts span a broad range of topics: the psychology of sustainability, pedagogical knowledge, early literacy, masculinity and gender equality, resilience and workplace requirements, and emotional labour. The analysis …
Being differently abled
The study concludes that the term disability or disabled is exclusionary, stigmatizing, and anti-transformational. As such it embodies imperfection, incapacitation and inferiority. Not only is it ominous, it places upon people with disability the perpetual mark of unattractiveness. Against this background the term differently abled seems to convey more empowering overtones than the term disability
Utilising counselling services by law enforcement
This study explored police officers’ dispositions to utilise counselling services. Informants were 20 offers of the Lesotho Mounted Police Services (females = 42.5 %; constables = 57.5 %, age range 21 to 50+). The officers completed the Workplace Counselling Service Utilisation survey on their perceptions of the relevance and accessibility of counselling services by their workstation. Descriptive analysis results indicate the officers to perceive…
Self‐determination among adolescents with physical disabilities in Zimbabwean inclusive‐community setting
The purpose of this study was to explore self‐determination among adolescents with physical disabilities living in inclusive‐community settings of Makonde Urban, Zimbabwe. An inclusive community is one that aims to remove exclusionary practices within the community and promote community systems that accept all people irrespective of their difference. Inclusive communities on their own are not uniquely designed for people with disabilities, but th…
Parent and teacher perceptions of inclusive education in Zimbabwe
Inclusive education (IE) is a global restructuring strategy envisioned to embrace learners with different abilities in mainstream schools. Previous research shows that parent and teacher inclusive education perceptions depend largely on their experiences of IE. This study examined parent and teacher perception of IE in the context Zimbabwean primary education. Data were collected from 12 parents and12 teachers of learners in IE. Results indicated…
An indigenous psychology perspective on psychosocial support in S outhern A frica as collective, networking, and pragmatic support
This comparative case study seeks to describe the traditional African psychosocial support practices used in postcolonial Southern Africa. We use an indigenous psychology theory (relationship‐resourced resilience) as a theoretical lens to understand and supplement dominant Western discourses on psychosocial support. Seven Southern African communities with high need and indigenous belief systems were conveniently sampled. Participatory reflection …
Psychological well-being of adolescents with physical disabilities in Zimbabwean inclusive community settings
The findings of this study should enable inclusive communities' policy-makers and researchers to better understand the psychological well-being of adolescents with physical disabilities living in inclusive communities
Parent and teacher perceptions of inclusive education in Zimbabwe
Inclusive education (IE) is a global restructuring strategy envisioned to embrace learners with different abilities in mainstream schools. Previous research shows that parent and teacher inclusive education perceptions depend largely on their experiences of IE. This study examined parent and teacher perception of IE in the context Zimbabwean primary education. Data were collected from 12 parents and12 teachers of learners in IE. Results indicated…
An indigenous psychology perspective on psychosocial support in S outhern A frica as collective, networking, and pragmatic support
This comparative case study seeks to describe the traditional African psychosocial support practices used in postcolonial Southern Africa. We use an indigenous psychology theory (relationship‐resourced resilience) as a theoretical lens to understand and supplement dominant Western discourses on psychosocial support. Seven Southern African communities with high need and indigenous belief systems were conveniently sampled. Participatory reflection …
Psychological well-being of adolescents with physical disabilities in Zimbabwean inclusive community settings
The findings of this study should enable inclusive communities' policy-makers and researchers to better understand the psychological well-being of adolescents with physical disabilities living in inclusive communities
Parent and teacher perceptions of inclusive education in Zimbabwe
Inclusive education (IE) is a global restructuring strategy envisioned to embrace learners with different abilities in mainstream schools. Previous research shows that parent and teacher inclusive education perceptions depend largely on their experiences of IE. This study examined parent and teacher perception of IE in the context Zimbabwean primary education. Data were collected from 12 parents and12 teachers of learners in IE. Results indicated…
An indigenous psychology perspective on psychosocial support in S outhern A frica as collective, networking, and pragmatic support
This comparative case study seeks to describe the traditional African psychosocial support practices used in postcolonial Southern Africa. We use an indigenous psychology theory (relationship‐resourced resilience) as a theoretical lens to understand and supplement dominant Western discourses on psychosocial support. Seven Southern African communities with high need and indigenous belief systems were conveniently sampled. Participatory reflection …
Self‐determination among adolescents with physical disabilities in Zimbabwean inclusive‐community setting
The purpose of this study was to explore self‐determination among adolescents with physical disabilities living in inclusive‐community settings of Makonde Urban, Zimbabwe. An inclusive community is one that aims to remove exclusionary practices within the community and promote community systems that accept all people irrespective of their difference. Inclusive communities on their own are not uniquely designed for people with disabilities, but th…
Being differently abled
The study concludes that the term disability or disabled is exclusionary, stigmatizing, and anti-transformational. As such it embodies imperfection, incapacitation and inferiority. Not only is it ominous, it places upon people with disability the perpetual mark of unattractiveness. Against this background the term differently abled seems to convey more empowering overtones than the term disability
Utilising counselling services by law enforcement
This study explored police officers’ dispositions to utilise counselling services. Informants were 20 offers of the Lesotho Mounted Police Services (females = 42.5 %; constables = 57.5 %, age range 21 to 50+). The officers completed the Workplace Counselling Service Utilisation survey on their perceptions of the relevance and accessibility of counselling services by their workstation. Descriptive analysis results indicate the officers to perceive…
Teaching Learners with Visual Impairment
This book, Teaching Learners with Visual Impairment, focuses on holistic support to learners with visual impairment in and beyond the classroom and school context. Special attention is given to classroom practice, learning support, curriculum differentiation and assessment practices, to mention but a few areas of focus covered in the book. In this manner, this book makes a significant contribution to the existing body of knowledge on the implemen…
Higher education uses community engagement-partnership as a research space to build knowledge
Unsettling transdisciplinary perspectives on sustainability issues
This study is a critical discourse (metadata) cross-case analysis of six manuscripts on psychology of sustainable development that comprise a special section on transdisciplinary approaches to sustainable development. These six manuscripts span a broad range of topics: the psychology of sustainability, pedagogical knowledge, early literacy, masculinity and gender equality, resilience and workplace requirements, and emotional labour. The analysis …
The effects of cognitive effort on academic performance of learners with cochlear implants in a private mainstream school in Gauteng
This study contributes a unique focus on learners with cochlear implants in mainstream schools in South Africa. The study highlights that cognitive effort of learners with cochlear implants influenced their capabilities to multitask and retain information, despite the effort they have to put into listening. Further research should be conducted to develop interventions that could lesson cognitive effort while increasing learner productivity. The a…
The matrix of linguistic exclusions impeding career construction for D/deaf learners
This study concluded that linguistic exclusions experienced by Deaf learners are created by a combination of systemic factors, which impede the career construction of D/deaf learners. Implications and suggestions for advancing their linguistic inclusion are discussed
“Nothing About Us Without Us.” The Storied Narratives of a Researcher with Hearing Impairment
The motivation for this study was the realization that the mantra: “nothing about us without us” is indeed a strong foundation for a better understanding of the learning experiences of learners with a hearing impairment. Therefore, analysing the lived experiences of a learner as an insider is a point of departure for the current research paper. The emphasis was to conduct a qualitative research study anchored on an interpretivist paradigm. The st…
Homophilic social networks and school adjustment among primary school pupils
Social network patterns were explored among Zimbabwean rural school pupils to determine their peer preferences and statuses. Participants were 173 school pupils attending grades 4–6 in a rural school in Zimbabwe (76 boys; 97 girls; age range 9 years to 12 years). The pupils completed a peer social statuses nomination measure, and a subsample of them participated in a brief interview to elaborate on their nominations. In addition, documents held b…
Chief Mohlomi’s Indigenous Epistemology of a Healing Career
This study was a psychobiographical analysis of Chief Mohlomi’s indigenous epistemology of a healing career. Mohlomi was an unconventional thinker and the great-grandson of the king of the Bakoena, Monaheng, who lived in pre-colonial Africa. Mohlomi is generally referred to as the Socrates of Africa, a philosopher par excellence. He was also known as a great healer. The study answered the question: How can Chief Mohlomi’s indigenous epistemology …
Supporting Learners with Mild Intellectual Developmental Disorders with Career Development in Mainstream Schools
Many learners with mild intellectual developmental disorders (IDD) in mainstream primary schools in the Free State Province of South Africa require support to maximise their learning potential and prepare them for work post-school. In this study, a qualitative approach and Critical Disability Theory were used to explore the experiences of education stakeholders (teachers, parents, and principals) in how schools support the career development of l…
Challenges of competency-based curriculum in teaching learners with learning disabilities
The study findings will assist in identifying areas that need to be improved and need strengthening. The education policy makers in the country will have a better understanding of challenges faced by teachers in the implementation of competency-based curriculum in Zimbabwe
A transdisciplinary scoping review of social identity among African youths with autism
Autism spectrum disorder (ASD) is an evolving concept in the neurodiversity community. There is now a continuum of views ranging from biological through social models of which the medical model views ASD as pathological rather than atypical and the social model views disability as arising from the obstacles faced by individuals in societies. This qualitative study used the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA…
An Ubuntu approach to disability and inclusive development for women with disabilities
Harnessing the power of learning to listen deeply to each other's stories facilitates the interdependence and spirituality of Ubuntu to create supportive, inclusive development
Autism paradigms in a developing country setting
This study enhances understanding of self-perceptions among young people with ASD in Zimbabwe, revealing challenges and strengths unique to their experiences. It may inform educators and policymakers, promoting inclusive practices and tailored interventions, ultimately fostering empowerment, acceptance, and improved quality of life for young people within this community
Resilient narratives of a single mother raising a child with autism spectrum disorder
Community-based initiatives should boost public awareness and alleviate the cultural stigma surrounding neurodevelopmental conditions; prioritise resilience, strategy sharing, and advocacy to empower single mothers from survival to empowerment. Public healthcare support services must be improved
Impact of Psychosocial Intervention on Career Anxiety among University Students in Nigeria
This study examines the impact of psychosocial interventions on career anxiety among Nigerian university students, focusing on their unique socioeconomic challenges such as high unemployment and limited job opportunities. It also explores the role of demographic variables in the intervention’s effectiveness. An experimental design was conducted using 306 university students from Akwa Ibom State, Nigeria, was conducted. Participants were selected …
Exploring Personal Coping Strategies of Young Black Men raised by Single Mothers
This article reports on investigation of the personal coping strategies of young black men (YBM) raised by single mothers. An interpretivist paradigm was used to gain insight into YBM coping strategies and to explore their lived experiences. This was a qualitative study that employed purposive and snowball methods of sampling. The study sample consisted of nine participants and data were collected through semi-structured interviews, both face-to-…
Inclusive education legal framework in addressing undiagnosed learning difficulties
Education is education if it is available to everyone
Inclusive education is often celebrated as a universal human right, yet for many learners with undiagnosed learning difficulties, systemic barriers render this promise hollow. This paper critically interrogates the assumptions underlying inclusive education policies in South Africa, revealing how reliance on formal diagnoses invisibilises diverse learning needs and perpetuates exclusion. Drawing on Ubuntu philosophy and resilience theory, this st…
Psychology (20 obras) · Sociology (14 obras) · Social Psychology (10 obras) · Social Psychology (9 obras) · Developmental psychology (8 obras) · Family and Disability Support Research (8 obras) · Pedagogy (7 obras) · Political science (7 obras) · Qualitative research (7 obras) · Mathematics education (6 obras)