Alfred Masinire
Biographic Data
| ID | 6559453 |
|---|---|
| NAME | Alfred Masinire |
| GIVEN NAMES | Alfred |
| FAMILY NAME | Masinire |
| SIGNATURE | MASINIRE A |
| AFFILIATIONS | University of the Witwatersrand |
| ORCID | 0000-0002-1329-8569 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Reframing the policy discourse
The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR educat…
The impact of Covid-19 on education provision to indigenous people in Mexico
As a result of the COVID-19 pandemic, measures have been taken globally to shut down schools at all levels and move education to the online arena, which entails a strong dependence on access to the internet and electronic gadgets. Measures such as these are bound to deepen already existing inequality and bring about major disruptions in the students’ learning process. In this context, the makeup of our diverse Mexican society and school communiti…
Teachers’ perceptions and students’ lived experiences in Vocational–Technical subjects in a rural high school in Zimbabwe
This paper explores the construction of dominant models of gender among students in the Vocational–Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students’ daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in t…
No prominent works on this page.
Teachers’ perceptions and students’ lived experiences in Vocational–Technical subjects in a rural high school in Zimbabwe
This paper explores the construction of dominant models of gender among students in the Vocational–Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students’ daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in t…
Reframing the policy discourse
The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR educat…
The impact of Covid-19 on education provision to indigenous people in Mexico
As a result of the COVID-19 pandemic, measures have been taken globally to shut down schools at all levels and move education to the online arena, which entails a strong dependence on access to the internet and electronic gadgets. Measures such as these are bound to deepen already existing inequality and bring about major disruptions in the students’ learning process. In this context, the makeup of our diverse Mexican society and school communiti…
Sociology (3 works) · Economic growth (2 works) · Education Systems and Policy (2 works) · Geography (2 works) · Inequality (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Adult and Continuing Education Topics (1 work) · Christian ministry (1 work)