Mackenzie Ishmael Chibambo
Biographic Data
| ID | 6960728 |
|---|---|
| NAME | Mackenzie Ishmael Chibambo |
| GIVEN NAMES | Mackenzie Ishmael |
| FAMILY NAME | Chibambo |
| SIGNATURE | CHIBAMBO M I |
| AFFILIATIONS | University of Johannesburg |
| ORCID | 0000-0002-4238-217X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Deconstructing inequalities in higher education institutions within the Sadc region
Educational inequality in the Sub-Saharan Africa has faced significant challenges since the colonial era. While many African countries have sought to increase access to quality education since independence around the early 1990s, the majority of these countries have very little to show when it comes to achieving epistemological access in education in which matters of quality, equality and justice are embedded notions. Of course, issues of inequal…
The struggle for epistemic justice
This study aimed to understand and explain how power dynamics and cultural dominance shape marginalization of Tumbukas’ traditional knowledge, identity and cultural expressions. The study investigated systemic and systematic epistemic injustices faced by the Tumbukas within Chewa establishments of Malawi. Using a mixed methods approach, we examined how systemic and systematic power dynamics and cultural dominance have led to marginalization of Tu…
Liberating the open and distance learning model from the chains of oppressive education theories
This study argues that open and distance learning (ODL) continues to function as a platform for producing factory-like workers and white-collar laborers whose primary function is to serve the capitalist labor market. The study draws on Bowles and Gintis’ correspondence theory, as well as the Factory Education Model (FEM), and the Industrialized Teaching Model (ITEM) by Otto Peters, as theoretical propositions to explain how schooling contexts and…
A comparison of teacher’s involvement in curriculum development in developing and developed countries
Curriculum development is an on-going process which involves different stakeholders such as teachers, parents, curriculum specialists, academic institutions and the general public. The involvement of all these stakeholders is essential for the success of any curriculum. This study sought to determine how teachers are involved in the curriculum development processes in Namibia. It did this by examining related literature from selected developing a…
The Fourth Industrial Revolution in South Africa’s basic education
This study sought to examine how the Fourth Industrial Revolution (4IR) has promulgated curriculum (in) justices within basic education contexts in South Africa. Utilizing qualitative methods, we interviewed fifteen students and three teachers from three selected schools and one ICT district manager representing the Gauteng Education Zone in Johannesburg. We also deployed critical interpretivism to analyze the documents and the responses from the…
Curriculum transformations in South Africa
In this study, we argue that the different curriculum reforms South Africa embarked on have not really helped break the existing socio-economic inequalities. Precisely, the various reforms (e.g., C2005, NCS, and CAPS) initiated by the South African government have been proved to be a flop and uninspiring considering that schools have remained spaces where inequalities, violence, vandalism, harassment, stratification, and various crimes continue t…
The paradox of civic education in Malawi's education system
There is a common assumption that the removal of civics from the curriculum between 1995 and 2002, when Malawi became a democracy might have deformed citizenship and civic education (CE). This narrative assumes that civics, as a discipline, was critical for instilling democratic and civic values among Malawians. This then prompted the Tonse Alliance Government (TAG) to change the Ministry of Civic Education and Culture (MoCC) to the Ministry of C…
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A comparison of teacher’s involvement in curriculum development in developing and developed countries
Curriculum development is an on-going process which involves different stakeholders such as teachers, parents, curriculum specialists, academic institutions and the general public. The involvement of all these stakeholders is essential for the success of any curriculum. This study sought to determine how teachers are involved in the curriculum development processes in Namibia. It did this by examining related literature from selected developing a…
The Fourth Industrial Revolution in South Africa’s basic education
This study sought to examine how the Fourth Industrial Revolution (4IR) has promulgated curriculum (in) justices within basic education contexts in South Africa. Utilizing qualitative methods, we interviewed fifteen students and three teachers from three selected schools and one ICT district manager representing the Gauteng Education Zone in Johannesburg. We also deployed critical interpretivism to analyze the documents and the responses from the…
Curriculum transformations in South Africa
In this study, we argue that the different curriculum reforms South Africa embarked on have not really helped break the existing socio-economic inequalities. Precisely, the various reforms (e.g., C2005, NCS, and CAPS) initiated by the South African government have been proved to be a flop and uninspiring considering that schools have remained spaces where inequalities, violence, vandalism, harassment, stratification, and various crimes continue t…
The paradox of civic education in Malawi's education system
There is a common assumption that the removal of civics from the curriculum between 1995 and 2002, when Malawi became a democracy might have deformed citizenship and civic education (CE). This narrative assumes that civics, as a discipline, was critical for instilling democratic and civic values among Malawians. This then prompted the Tonse Alliance Government (TAG) to change the Ministry of Civic Education and Culture (MoCC) to the Ministry of C…
Liberating the open and distance learning model from the chains of oppressive education theories
This study argues that open and distance learning (ODL) continues to function as a platform for producing factory-like workers and white-collar laborers whose primary function is to serve the capitalist labor market. The study draws on Bowles and Gintis’ correspondence theory, as well as the Factory Education Model (FEM), and the Industrialized Teaching Model (ITEM) by Otto Peters, as theoretical propositions to explain how schooling contexts and…
Deconstructing inequalities in higher education institutions within the Sadc region
Educational inequality in the Sub-Saharan Africa has faced significant challenges since the colonial era. While many African countries have sought to increase access to quality education since independence around the early 1990s, the majority of these countries have very little to show when it comes to achieving epistemological access in education in which matters of quality, equality and justice are embedded notions. Of course, issues of inequal…
The struggle for epistemic justice
This study aimed to understand and explain how power dynamics and cultural dominance shape marginalization of Tumbukas’ traditional knowledge, identity and cultural expressions. The study investigated systemic and systematic epistemic injustices faced by the Tumbukas within Chewa establishments of Malawi. Using a mixed methods approach, we examined how systemic and systematic power dynamics and cultural dominance have led to marginalization of Tu…
Sociology (5 works) · Curriculum (4 works) · Global Educational Policies and Reforms (4 works) · Pedagogy (4 works) · Political science (4 works) · Law (3 works) · Politics (3 works) · African cultural and philosophical studies (2 works) · Computer Science (2 works) · Developing country (2 works)