Sifiso Emmanuel Mbelu
Biographic Data
| ID | 6689893 |
|---|---|
| NAME | Sifiso Emmanuel Mbelu |
| GIVEN NAMES | Sifiso Emmanuel |
| FAMILY NAME | Mbelu |
| SIGNATURE | MBELU S E |
| AFFILIATIONS | University of South Africa |
| ORCID | 0009-0001-2167-9193 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
From Perception to Empowerment
This study examines how peer perceptions and school power dynamics shape the identity development of learners with disabilities in South African full-service schools. Guided by Michel Foucault’s lens, particularly ‘care of the self,’ the research explores pathways from vulnerability to empowerment. Using a qualitative, exploratory design, data were generated through semi-structured interviews with learners (n = 20; ages 12–18) and non-participant…
Exploring the Impact of Multigrading on Learners with Disabilities
This qualitative study investigates the impact of multigrade classroom arrangements on learners with disabilities in the Harry Gwala District of KwaZulu-Natal, South Africa. Drawing on Bronfenbrenner’s Ecological Systems Theory, the research explores how systemic factors, from classroom-level practices to broader policy environments, shape inclusive education in rural multigrade settings. Data were collected through semi-structured interviews and…
Power dynamics in African spirituality and disability
Background: This article explores the interplay between disability, spirituality and belonging within African spirituality in South Africa. It examines how power dynamics shape the experiences of people with disabilities, focusing on how spiritual beliefs and practices can both empower and marginalise individuals. Objectives: The study investigates the dual role of spirituality in the lives of people with disabilities, exploring how it can be a s…
Ethical leadership in full-service schools
Evaluating the Socioecological Classroom in Full-Service Schools
This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. The socioecological paradigm steers away from the notion that psychological and physiological elements are the main causes of …
No prominent works on this page.
Evaluating the Socioecological Classroom in Full-Service Schools
This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. The socioecological paradigm steers away from the notion that psychological and physiological elements are the main causes of …
Exploring the Impact of Multigrading on Learners with Disabilities
This qualitative study investigates the impact of multigrade classroom arrangements on learners with disabilities in the Harry Gwala District of KwaZulu-Natal, South Africa. Drawing on Bronfenbrenner’s Ecological Systems Theory, the research explores how systemic factors, from classroom-level practices to broader policy environments, shape inclusive education in rural multigrade settings. Data were collected through semi-structured interviews and…
Power dynamics in African spirituality and disability
Background: This article explores the interplay between disability, spirituality and belonging within African spirituality in South Africa. It examines how power dynamics shape the experiences of people with disabilities, focusing on how spiritual beliefs and practices can both empower and marginalise individuals. Objectives: The study investigates the dual role of spirituality in the lives of people with disabilities, exploring how it can be a s…
Ethical leadership in full-service schools
From Perception to Empowerment
This study examines how peer perceptions and school power dynamics shape the identity development of learners with disabilities in South African full-service schools. Guided by Michel Foucault’s lens, particularly ‘care of the self,’ the research explores pathways from vulnerability to empowerment. Using a qualitative, exploratory design, data were generated through semi-structured interviews with learners (n = 20; ages 12–18) and non-participant…
Qualitative research (4 works) · Teacher Education and Leadership Studies (3 works) · Thematic analysis (3 works) · Disability Rights and Representation (2 works) · African cultural and philosophical studies (1 work) · Children's Rights and Participation (1 work) · Collaborative Teaching and Inclusion (1 work) · Community Health and Development (1 work) · Context (archaeology (1 work) · Curriculum (1 work)