Azwihangwisi E Muthivhi
Biographic Data
| ID | 6052906 |
|---|---|
| NAME | Azwihangwisi E Muthivhi |
| GIVEN NAMES | Azwihangwisi E |
| FAMILY NAME | Muthivhi |
| SIGNATURE | MUTHIVHI A E |
| AFFILIATIONS | University of Cape Town |
| ORCID | 0000-0002-9821-2794 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Decolonising pedagogy in post-apartheid South Africa
Context and relevance. The paper examines contemporary post-apartheid pedagogy and its underlying epistemologies that position teachers and their students as passively conforming to prescribed knowledge and concepts disconnected from practical realities, goals, and students’ personal pursuit of meanings. Objective and Hypothesis. Such an approach, premised on values of adaptation to the status quo of preexisting models and procedures, fails to pr…
Parents’ understandings and practices regarding play and learning
Parents of young children are often unaware of the general importance of play in children’s development and their own roles in children’s play. Lack of leisure, lack of space, the COVID-19 pandemic, Early Childhood Centre teacher communication and use of media and digital toys for children, have affected and reduced children’s free play. Drawing on Vygotsky’s Zone of Proximal Development as an underpinning theoretical framework, this paper explor…
Knowledge as a Tool for Identity Development and Social Transformation
Inspired by recent advances in research on transformative agency development, and applying relevant conceptual and analytical tools, the paper explores a teacher’s enactment of transformative pedagogy unfolding in the first decade of South Africa’s post-apartheid political transformation. The paper explores the teacher’s struggles for social transformation and self-realization, waged through classroom teaching and learning, blended with culturall…
Piaget's Theory of Human Development and Education
Schooling and the Development of Verbal Thinking
The article examines rural South African primary school learners' performance on classification and generalisation tasks to demonstrate the connection between verbal forms of thinking and the socio-cultural activities in which, and through which, verbal thinking develops. The study explored the relationship between learning and development and the specific linguistic practices and sociocultural activities in which learners' development takes plac…
Piaget, Vygotsky, and the Cultural Development of the Notions of Possibility and Necessity
I employ the theories of Vygotsky and Piaget in analysing the modes of experimental task performance in order to elaborate on the role that cultural content plays in the development and functioning of the notions of possibility and necessity. I challenge the notion of cognitive lag that has hitherto pervaded explanations of the development of subjects from non-industrialised, diverse socio-cultural settings. A Piagetian experimental task, compris…
Piaget, Vygotsky, and the Cultural Development of the Notions of Possibility and Necessity
I employ the theories of Vygotsky and Piaget in analysing the modes of experimental task performance in order to elaborate on the role that cultural content plays in the development and functioning of the notions of possibility and necessity. I challenge the notion of cognitive lag that has hitherto pervaded explanations of the development of subjects from non-industrialised, diverse socio-cultural settings. A Piagetian experimental task, compris…
Piaget, Vygotsky, and the Cultural Development of the Notions of Possibility and Necessity
I employ the theories of Vygotsky and Piaget in analysing the modes of experimental task performance in order to elaborate on the role that cultural content plays in the development and functioning of the notions of possibility and necessity. I challenge the notion of cognitive lag that has hitherto pervaded explanations of the development of subjects from non-industrialised, diverse socio-cultural settings. A Piagetian experimental task, compris…
Schooling and the Development of Verbal Thinking
The article examines rural South African primary school learners' performance on classification and generalisation tasks to demonstrate the connection between verbal forms of thinking and the socio-cultural activities in which, and through which, verbal thinking develops. The study explored the relationship between learning and development and the specific linguistic practices and sociocultural activities in which learners' development takes plac…
Piaget's Theory of Human Development and Education
Knowledge as a Tool for Identity Development and Social Transformation
Inspired by recent advances in research on transformative agency development, and applying relevant conceptual and analytical tools, the paper explores a teacher’s enactment of transformative pedagogy unfolding in the first decade of South Africa’s post-apartheid political transformation. The paper explores the teacher’s struggles for social transformation and self-realization, waged through classroom teaching and learning, blended with culturall…
Parents’ understandings and practices regarding play and learning
Parents of young children are often unaware of the general importance of play in children’s development and their own roles in children’s play. Lack of leisure, lack of space, the COVID-19 pandemic, Early Childhood Centre teacher communication and use of media and digital toys for children, have affected and reduced children’s free play. Drawing on Vygotsky’s Zone of Proximal Development as an underpinning theoretical framework, this paper explor…
Decolonising pedagogy in post-apartheid South Africa
Context and relevance. The paper examines contemporary post-apartheid pedagogy and its underlying epistemologies that position teachers and their students as passively conforming to prescribed knowledge and concepts disconnected from practical realities, goals, and students’ personal pursuit of meanings. Objective and Hypothesis. Such an approach, premised on values of adaptation to the status quo of preexisting models and procedures, fails to pr…
Psychology (5 works) · Sociology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Cognition (2 works) · Educational and Psychological Assessments (2 works) · Epistemology (2 works) · Innovative Education and Learning Practices (2 works) · Situated (2 works) · Situated learning (2 works)