Merylin Cro
Biographic Data
| ID | 74808 |
|---|---|
| NAME | Merylin Cro |
| GIVEN NAMES | Merylin |
| FAMILY NAME | Cro |
| SIGNATURE | CRO M |
| AFFILIATIONS | University of Johannesburg |
| ORCID | 0000-0002-5533-1232 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1965 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Researching students’ epistemic access under Covid-19: Epistemological and methodological challenges
This paper aims at critically examining the main epistemological and methodological trends in the scholarship of ‘student access’ and ‘success’ in South African higher education. This is done with reference to key moments in the process of higher education transformation and the main arguments on the individual, social and institutional factors that impact student achievement. The paper considers three intersecting domains: the knowledge foundati…
Equity in Admissions Policies of Undergraduate Students in Post Democracy in Selected South African Universities
This paper investigates the policy pathways that inform and regulate student selection and admission at three selected universities in South Africa, namely the University of the Witwatersrand, the University of Cape Town and the University of KwaZulu-Natal. We argue that these universities have progressed a long way in addressing the race problem in their enrolment strategies. However, their main target group remains students from rich or affluen…
Leading and managing in complexity: The case of South African deans
In recent years, deanship in universities has become more complex and challenging. Deans in South African universities take up their positions without appropriate training and prior executive experience, and with no clear understanding of the ambiguity and complexity of their roles. This paper calls for appropriate leadership development interventions for deans and suggests a possible framework. It advances an approach to leadership development g…
The Pedagogy of the Marginalized: Understanding How Historically Disadvantaged Students Negotiate Their Epistemic Access in a Diverse University Environment
This article explores how successful undergraduate students from marginalized communities or historically disadvantaged backgrounds negotiate their performance within a university environment. It a
On becoming and remaining a teacher: Rethinking strategies for developing teacher professional identity in South Africa
The paper is based on interviews with a sample of 200 teachers from the Limpopo province about their life histories, particularly those aspects related to their choice of teaching as their first career path, and their expectations, experiences and perceptions in this regard. It argues that current approaches to teacher education in South Africa require a paradigm shift to integrate the transposition of knowledge and skills required in teaching wi…
Evaluating Doctoral Programmes in Africa: Context and Practices
Race, Diversity Pedagogy: Mediated Learning Experience for Transforming Racist Habitus and Predispositions
The fortress of white Afrikaner rugby, Loftus stadium has been perceived as a racist enclosure by many black South Africans. Very few dark-skinned rugby fans dared to watch rugby matches at this st
Jonathan Jansen and the Curriculum Debate in South Africa: An Essay Review of Jansen’s Writings Between 1999 and 2009
South Africa’s attainment of democracy in 1994 culminated in an educational reform anchored on an outcomes‐based curriculum which was initially labelled Curriculum 2005 (C2005). The reform process and ensuing policy was rooted in labour movement debates and informed by the outcomes‐based education (OBE) experiences in Australia and New Zealand. The policy was soon viewed by some as an anachronistic albatross, with built‐in contradictions that wou…
Peer Review and the Dilemmas of Quality Control in Programme Accreditation in South African Higher Education: Challenges and Possibilities
ICT Policies and Strategies in Higher Education in South Africa: National and Institutional Pathways
From Policy to Practice: Curriculum reform in South African education
An important development in the post-apartheid South Africa was a departure from apartheid education through an outcomes-based curriculum reform. This resulted in several structural and policy tensions within the system. This paper highlights how these tensions have played themselves out and shows how government and stakeholders have addressed the challenges emanating from them. The paper argues that the tensions that dominated the post-apartheid…
Youths, Culture, and Politics in South African Education: The Past, Present, and Future
The Political Economy of Colonial Education: Mozambique, 1930-1975
A Historical Review of Education in South Africa: Towards an assessment
(1986). A Historical Review of Education in South Africa: towards an assessment. Comparative Education: Vol. 22, No. 3, pp. 185-200
Managing Workforce Reduction: An International Survey
Table des auteurs de compte rendus
Policy by Other Means: Essays in Honour of C. P. Stacey
An Example of Lay Intervention in the Elizabethan Church
One of the consequences of the dissolution of the monasteries was the amount of patronage which fell into lay hands. In the past the influence of laymen, apart from that of the Crown itself, on the emergent Elizabethan Church has largely been ignored. A great deal has been written about the wolves coming out of Geneva, and about the more moderate protestant clerics from less controversial backgrounds. Even recent studies of Church history in the …
From Policy to Practice: Curriculum reform in South African education
An important development in the post-apartheid South Africa was a departure from apartheid education through an outcomes-based curriculum reform. This resulted in several structural and policy tensions within the system. This paper highlights how these tensions have played themselves out and shows how government and stakeholders have addressed the challenges emanating from them. The paper argues that the tensions that dominated the post-apartheid…
The Political Economy of Colonial Education: Mozambique, 1930-1975
Leading and managing in complexity: The case of South African deans
In recent years, deanship in universities has become more complex and challenging. Deans in South African universities take up their positions without appropriate training and prior executive experience, and with no clear understanding of the ambiguity and complexity of their roles. This paper calls for appropriate leadership development interventions for deans and suggests a possible framework. It advances an approach to leadership development g…
Race, Diversity Pedagogy: Mediated Learning Experience for Transforming Racist Habitus and Predispositions
The fortress of white Afrikaner rugby, Loftus stadium has been perceived as a racist enclosure by many black South Africans. Very few dark-skinned rugby fans dared to watch rugby matches at this st
Jonathan Jansen and the Curriculum Debate in South Africa: An Essay Review of Jansen’s Writings Between 1999 and 2009
South Africa’s attainment of democracy in 1994 culminated in an educational reform anchored on an outcomes‐based curriculum which was initially labelled Curriculum 2005 (C2005). The reform process and ensuing policy was rooted in labour movement debates and informed by the outcomes‐based education (OBE) experiences in Australia and New Zealand. The policy was soon viewed by some as an anachronistic albatross, with built‐in contradictions that wou…
The Pedagogy of the Marginalized: Understanding How Historically Disadvantaged Students Negotiate Their Epistemic Access in a Diverse University Environment
This article explores how successful undergraduate students from marginalized communities or historically disadvantaged backgrounds negotiate their performance within a university environment. It a
ICT Policies and Strategies in Higher Education in South Africa: National and Institutional Pathways
Youths, Culture, and Politics in South African Education: The Past, Present, and Future
Researching students’ epistemic access under Covid-19: Epistemological and methodological challenges
This paper aims at critically examining the main epistemological and methodological trends in the scholarship of ‘student access’ and ‘success’ in South African higher education. This is done with reference to key moments in the process of higher education transformation and the main arguments on the individual, social and institutional factors that impact student achievement. The paper considers three intersecting domains: the knowledge foundati…
Equity in Admissions Policies of Undergraduate Students in Post Democracy in Selected South African Universities
This paper investigates the policy pathways that inform and regulate student selection and admission at three selected universities in South Africa, namely the University of the Witwatersrand, the University of Cape Town and the University of KwaZulu-Natal. We argue that these universities have progressed a long way in addressing the race problem in their enrolment strategies. However, their main target group remains students from rich or affluen…
On becoming and remaining a teacher: Rethinking strategies for developing teacher professional identity in South Africa
The paper is based on interviews with a sample of 200 teachers from the Limpopo province about their life histories, particularly those aspects related to their choice of teaching as their first career path, and their expectations, experiences and perceptions in this regard. It argues that current approaches to teacher education in South Africa require a paradigm shift to integrate the transposition of knowledge and skills required in teaching wi…
Evaluating Doctoral Programmes in Africa: Context and Practices
An Example of Lay Intervention in the Elizabethan Church
One of the consequences of the dissolution of the monasteries was the amount of patronage which fell into lay hands. In the past the influence of laymen, apart from that of the Crown itself, on the emergent Elizabethan Church has largely been ignored. A great deal has been written about the wolves coming out of Geneva, and about the more moderate protestant clerics from less controversial backgrounds. Even recent studies of Church history in the …
Policy by Other Means: Essays in Honour of C. P. Stacey
Table des auteurs de compte rendus
A Historical Review of Education in South Africa: Towards an assessment
(1986). A Historical Review of Education in South Africa: towards an assessment. Comparative Education: Vol. 22, No. 3, pp. 185-200
Managing Workforce Reduction: An International Survey
The Political Economy of Colonial Education: Mozambique, 1930-1975
Youths, Culture, and Politics in South African Education: The Past, Present, and Future
From Policy to Practice: Curriculum reform in South African education
An important development in the post-apartheid South Africa was a departure from apartheid education through an outcomes-based curriculum reform. This resulted in several structural and policy tensions within the system. This paper highlights how these tensions have played themselves out and shows how government and stakeholders have addressed the challenges emanating from them. The paper argues that the tensions that dominated the post-apartheid…
ICT Policies and Strategies in Higher Education in South Africa: National and Institutional Pathways
Peer Review and the Dilemmas of Quality Control in Programme Accreditation in South African Higher Education: Challenges and Possibilities
Race, Diversity Pedagogy: Mediated Learning Experience for Transforming Racist Habitus and Predispositions
The fortress of white Afrikaner rugby, Loftus stadium has been perceived as a racist enclosure by many black South Africans. Very few dark-skinned rugby fans dared to watch rugby matches at this st
Jonathan Jansen and the Curriculum Debate in South Africa: An Essay Review of Jansen’s Writings Between 1999 and 2009
South Africa’s attainment of democracy in 1994 culminated in an educational reform anchored on an outcomes‐based curriculum which was initially labelled Curriculum 2005 (C2005). The reform process and ensuing policy was rooted in labour movement debates and informed by the outcomes‐based education (OBE) experiences in Australia and New Zealand. The policy was soon viewed by some as an anachronistic albatross, with built‐in contradictions that wou…
Evaluating Doctoral Programmes in Africa: Context and Practices
The Pedagogy of the Marginalized: Understanding How Historically Disadvantaged Students Negotiate Their Epistemic Access in a Diverse University Environment
This article explores how successful undergraduate students from marginalized communities or historically disadvantaged backgrounds negotiate their performance within a university environment. It a
On becoming and remaining a teacher: Rethinking strategies for developing teacher professional identity in South Africa
The paper is based on interviews with a sample of 200 teachers from the Limpopo province about their life histories, particularly those aspects related to their choice of teaching as their first career path, and their expectations, experiences and perceptions in this regard. It argues that current approaches to teacher education in South Africa require a paradigm shift to integrate the transposition of knowledge and skills required in teaching wi…
Leading and managing in complexity: The case of South African deans
In recent years, deanship in universities has become more complex and challenging. Deans in South African universities take up their positions without appropriate training and prior executive experience, and with no clear understanding of the ambiguity and complexity of their roles. This paper calls for appropriate leadership development interventions for deans and suggests a possible framework. It advances an approach to leadership development g…
Researching students’ epistemic access under Covid-19: Epistemological and methodological challenges
This paper aims at critically examining the main epistemological and methodological trends in the scholarship of ‘student access’ and ‘success’ in South African higher education. This is done with reference to key moments in the process of higher education transformation and the main arguments on the individual, social and institutional factors that impact student achievement. The paper considers three intersecting domains: the knowledge foundati…
Equity in Admissions Policies of Undergraduate Students in Post Democracy in Selected South African Universities
This paper investigates the policy pathways that inform and regulate student selection and admission at three selected universities in South Africa, namely the University of the Witwatersrand, the University of Cape Town and the University of KwaZulu-Natal. We argue that these universities have progressed a long way in addressing the race problem in their enrolment strategies. However, their main target group remains students from rich or affluen…
Political science (14 works) · Sociology (14 works) · Pedagogy (10 works) · Law (9 works) · Law (8 works) · Politics (6 works) · Economic growth (5 works) · Economics (5 works) · Higher education (5 works) · Higher Education Learning Practices (4 works)