Juliet Perumal
Biographic Data
| ID | 792189 |
|---|---|
| NAME | Juliet Perumal |
| GIVEN NAMES | Juliet |
| FAMILY NAME | Perumal |
| SIGNATURE | PERUMAL J |
| AFFILIATIONS | University of Johannesburg |
| ORCID | 0000-0001-7329-5389 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Integrating ICT in Rwandan schools to enhance access proficiency and utilization
This study investigated the integration of Information and Communication Technology (ICT) among in-service secondary school teachers in Rwanda, focusing on gaps in access, proficiency, and utilization. A mixed-methods research design was employed, combining quantitative and qualitative approaches to provide a comprehensive understanding of teachers’ experiences, attitudes, and challenges regarding ICT use in education. Data were collected from 18…
An interaction of patriarchy and female leadership
This paper presents results of a systematic research synthesis of 23 studies on female leadership in Eswatini. The review aimed to present conclusions drawn from synthesising findings from studies on women's participation in leadership in Eswatini. Systematic methods were used in the review to identify the 23 research studies focusing on female leadership across sectors in Eswatini. Since the reviewed studies were qualitative, research synthesis …
Enacting Community Development Principles in Women Empowerment Projects
Struggling to make a difference against the odds
Purpose This paper reports on results of a systematic research synthesis of 25 studies on women in educational leadership and management in Zimbabwe. The aim of this systematic review of research was to report conclusions drawn from a synthesis of findings from studies of gender and educational leadership in Zimbabwe. Design/methodology/approach The review used systematic methods to identify 25 research studies that examined women leading schools…
Disadvantaged School Contexts and Female School Leadership in Zimbabwe
The persistent systemic inequalities inherent in cultural and traditional practices shape how society views women as leaders. This article reviewed the literature to highlight the needs, opportunities, constraints, and resources of disadvantaged schools and how this context influences the leadership practices of female primary school principals. Two questions guided the study: (1) What are the needs, opportunities, constraints, and resources of d…
Perceptions of school principals and experiences of disclosure of teachers living with HIV
The aim of this study was to explore the perceptions of school principals and the experiences of disclosure amongst teachers living with HIV. Due to HIV/AIDS-related stigma being prevalent in many societies today, many infected people would rather not disclose their status than deal with negative labelling and stereotyping. This study utilised narrative inquiry as a qualitative research design that is known to be a way of understanding experience…
Offerings of Women in the Transformation of African Higher Education
This article presents an unusual concrete insight to African higher education transformation. The purpose is to examine the roles of African women mainly Charlotte Maxeke, a South African, in the transformation of higher education and to identify the legacy these transformation offerings translate into for women. It is organized as follows: first, the origin of transformation in higher education systems to global massification of education in the…
Assessment in a Rwandan higher education institution
Assessment in institutions of higher learning has been researched worldwide. However, there are gaps in research exploring the implications of assessment practices for learners’ access to the kind of knowledge enabling them to participate in their communities’ socio-economic transformation. This is the case in the African Great Lakes region, including Rwanda. This paper investigated the assessment practices at the University of Rwanda-College of …
Perceptions of immigrant Nigerian women in South African Higher Education about social change
The focus of this article is immigrant women's perceptions of social change, and how they respond to it. In the article, social change refers to the fact that more people than ever before are engaged in different activities that lead to alterations in the norms and behavioural patterns of people as individuals or as a group in society. The study analysed social change via the perceptions of individuals-immigrant Nigerian women in South African hi…
Enacting Critical Pedagogy in an Emerging South African Democracy
“Education Before Liberation” became the mantra of the struggle against apartheid oppression in South Africa. Apartheid policies predestined the Black majority to servitude and dehumanization. The advent of democracy heralded a plethora of transformative curriculum policies with the express intent to counter the destiny that the Apartheid regime had envisioned for the Black majority. The current curriculum canon which is premised on the tenets of…
Critical pedagogies of place
Pedagogy of refuge
Despite its chequered history in relation to human rights issues, South Africa has been playing host to peoples displaced and dispossessed by geographies of anger and war, poverty, economic meltdown and other human rights atrocities. Perceiving South Africa as a sanctuary, there has been a steady wave of immigrants, asylum seekers and refugees coming to the country in search of better personal and professional prospects. Qualified teachers have b…
Bodies as objects of pedagogic power relations
This paper is based on a study titled ‘Enacting Feminisms in Academia’, which engaged five feminist lecturers teaching English at five different multilingual universities in Southern Africa. The study explored: (1) the complexity of sociolinguistic and feminist identity construction in multilingual seascapes, and by extension (2) how feminist educators' interpretation and enactment of their personal world-view informs their language teaching in t…
Sketching the Identity Politics Divide and its Implications for Transformative Education
Despite the non-unitariness of feminist discourses, the debates emanating from them provide partial and tentative resolutions to the issues facing women in patriarchal and capitalist societies. Accepting that much of the diversity characterising the fissures in feminist discourses spring from women's various social positionalities, as they relate to race, class, sexuality, age, ethnicity, language, etc., the paper explores conceptions of identity…
Critical pedagogies of place
An interaction of patriarchy and female leadership
This paper presents results of a systematic research synthesis of 23 studies on female leadership in Eswatini. The review aimed to present conclusions drawn from synthesising findings from studies on women's participation in leadership in Eswatini. Systematic methods were used in the review to identify the 23 research studies focusing on female leadership across sectors in Eswatini. Since the reviewed studies were qualitative, research synthesis …
Sketching the Identity Politics Divide and its Implications for Transformative Education
Despite the non-unitariness of feminist discourses, the debates emanating from them provide partial and tentative resolutions to the issues facing women in patriarchal and capitalist societies. Accepting that much of the diversity characterising the fissures in feminist discourses spring from women's various social positionalities, as they relate to race, class, sexuality, age, ethnicity, language, etc., the paper explores conceptions of identity…
Enacting Critical Pedagogy in an Emerging South African Democracy
“Education Before Liberation” became the mantra of the struggle against apartheid oppression in South Africa. Apartheid policies predestined the Black majority to servitude and dehumanization. The advent of democracy heralded a plethora of transformative curriculum policies with the express intent to counter the destiny that the Apartheid regime had envisioned for the Black majority. The current curriculum canon which is premised on the tenets of…
Pedagogy of refuge
Despite its chequered history in relation to human rights issues, South Africa has been playing host to peoples displaced and dispossessed by geographies of anger and war, poverty, economic meltdown and other human rights atrocities. Perceiving South Africa as a sanctuary, there has been a steady wave of immigrants, asylum seekers and refugees coming to the country in search of better personal and professional prospects. Qualified teachers have b…
Bodies as objects of pedagogic power relations
This paper is based on a study titled ‘Enacting Feminisms in Academia’, which engaged five feminist lecturers teaching English at five different multilingual universities in Southern Africa. The study explored: (1) the complexity of sociolinguistic and feminist identity construction in multilingual seascapes, and by extension (2) how feminist educators' interpretation and enactment of their personal world-view informs their language teaching in t…
Sketching the Identity Politics Divide and its Implications for Transformative Education
Despite the non-unitariness of feminist discourses, the debates emanating from them provide partial and tentative resolutions to the issues facing women in patriarchal and capitalist societies. Accepting that much of the diversity characterising the fissures in feminist discourses spring from women's various social positionalities, as they relate to race, class, sexuality, age, ethnicity, language, etc., the paper explores conceptions of identity…
Bodies as objects of pedagogic power relations
This paper is based on a study titled ‘Enacting Feminisms in Academia’, which engaged five feminist lecturers teaching English at five different multilingual universities in Southern Africa. The study explored: (1) the complexity of sociolinguistic and feminist identity construction in multilingual seascapes, and by extension (2) how feminist educators' interpretation and enactment of their personal world-view informs their language teaching in t…
Pedagogy of refuge
Despite its chequered history in relation to human rights issues, South Africa has been playing host to peoples displaced and dispossessed by geographies of anger and war, poverty, economic meltdown and other human rights atrocities. Perceiving South Africa as a sanctuary, there has been a steady wave of immigrants, asylum seekers and refugees coming to the country in search of better personal and professional prospects. Qualified teachers have b…
Critical pedagogies of place
Enacting Critical Pedagogy in an Emerging South African Democracy
“Education Before Liberation” became the mantra of the struggle against apartheid oppression in South Africa. Apartheid policies predestined the Black majority to servitude and dehumanization. The advent of democracy heralded a plethora of transformative curriculum policies with the express intent to counter the destiny that the Apartheid regime had envisioned for the Black majority. The current curriculum canon which is premised on the tenets of…
Assessment in a Rwandan higher education institution
Assessment in institutions of higher learning has been researched worldwide. However, there are gaps in research exploring the implications of assessment practices for learners’ access to the kind of knowledge enabling them to participate in their communities’ socio-economic transformation. This is the case in the African Great Lakes region, including Rwanda. This paper investigated the assessment practices at the University of Rwanda-College of …
Perceptions of immigrant Nigerian women in South African Higher Education about social change
The focus of this article is immigrant women's perceptions of social change, and how they respond to it. In the article, social change refers to the fact that more people than ever before are engaged in different activities that lead to alterations in the norms and behavioural patterns of people as individuals or as a group in society. The study analysed social change via the perceptions of individuals-immigrant Nigerian women in South African hi…
Disadvantaged School Contexts and Female School Leadership in Zimbabwe
The persistent systemic inequalities inherent in cultural and traditional practices shape how society views women as leaders. This article reviewed the literature to highlight the needs, opportunities, constraints, and resources of disadvantaged schools and how this context influences the leadership practices of female primary school principals. Two questions guided the study: (1) What are the needs, opportunities, constraints, and resources of d…
Perceptions of school principals and experiences of disclosure of teachers living with HIV
The aim of this study was to explore the perceptions of school principals and the experiences of disclosure amongst teachers living with HIV. Due to HIV/AIDS-related stigma being prevalent in many societies today, many infected people would rather not disclose their status than deal with negative labelling and stereotyping. This study utilised narrative inquiry as a qualitative research design that is known to be a way of understanding experience…
Offerings of Women in the Transformation of African Higher Education
This article presents an unusual concrete insight to African higher education transformation. The purpose is to examine the roles of African women mainly Charlotte Maxeke, a South African, in the transformation of higher education and to identify the legacy these transformation offerings translate into for women. It is organized as follows: first, the origin of transformation in higher education systems to global massification of education in the…
Struggling to make a difference against the odds
Purpose This paper reports on results of a systematic research synthesis of 25 studies on women in educational leadership and management in Zimbabwe. The aim of this systematic review of research was to report conclusions drawn from a synthesis of findings from studies of gender and educational leadership in Zimbabwe. Design/methodology/approach The review used systematic methods to identify 25 research studies that examined women leading schools…
Enacting Community Development Principles in Women Empowerment Projects
An interaction of patriarchy and female leadership
This paper presents results of a systematic research synthesis of 23 studies on female leadership in Eswatini. The review aimed to present conclusions drawn from synthesising findings from studies on women's participation in leadership in Eswatini. Systematic methods were used in the review to identify the 23 research studies focusing on female leadership across sectors in Eswatini. Since the reviewed studies were qualitative, research synthesis …
Integrating ICT in Rwandan schools to enhance access proficiency and utilization
This study investigated the integration of Information and Communication Technology (ICT) among in-service secondary school teachers in Rwanda, focusing on gaps in access, proficiency, and utilization. A mixed-methods research design was employed, combining quantitative and qualitative approaches to provide a comprehensive understanding of teachers’ experiences, attitudes, and challenges regarding ICT use in education. Data were collected from 18…
Political science (12 works) · Sociology (12 works) · Pedagogy (7 works) · Gender Studies (5 works) · Gender Studies (5 works) · Law (5 works) · Public relations (5 works) · Law (4 works) · Poverty, Education, and Child Welfare (4 works) · Adult and Continuing Education Topics (3 works)