Ben de Souza
Biographic Data
| ID | 8678461 |
|---|---|
| NAME | Ben de Souza |
| GIVEN NAMES | Ben |
| FAMILY NAME | de Souza |
| SIGNATURE | DE SOUZA B |
| AFFILIATIONS | Rhodes University |
| ORCID | 0000-0002-6746-9511 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Multilingualism and transformation in South African higher education language policy framework
Globally, there is a recurring discourse that higher education systems need to transform. In South Africa, this discourse is articulated in the post-apartheid agenda of redress and equity. Before 1994, higher education was racially and linguistically segregated. Although the political change occurred, the linguistic injustice remains ingrained. Much of the transformation narrative has therefore been rhetorical, a pattern that forms the perspectiv…
From policing conformity to nurturing difference
Postgraduate research supervision is a complex pedagogical and relational practice shaped by institutional norms, power relations, and assumptions about academic productivity. Supervisory expectations sometimes prefer certain cognitive styles and modes of engagement. These preferences can marginalise students whose ways of thinking and working differ. This reflective theoretical article critiques postgraduate supervision through a neurodiversity-…
Transdisciplinary approaches to integrating inclusivity and sustainability in teacher education
Research in Southern Africa has shown that teacher education is currently fragmented into discrete modules or policy priorities. This status poses a recognised challenge in education as it sets up Education for Sustainable Development (ESD) and inclusive education as competing agendas that are typically addressed separately. In response, this study investigated how transdisciplinary research in education, understood as the co-production of knowle…
From Rationality to Criticality
This policy analysis study examines how education policy research has been framed in recent decades, and its implications for inclusive education. The study draws on Ball's (1993) conceptualisation of policy effects, which distinguishes between first-order effects that focus on policy outcomes and evaluation, and second-order effects that address unintended consequences and foundational assumptions. Policy research focused on first-order effects …
Disability in South African Society
This article explores South African reggae musician Lucky Dube’s song “Love Me (The Way I Am)” from a disability studies perspective, highlighting how Dube appears to refer to the marginalised experiences of children with disabilities in his society. A disability reading allows one to interpret disability themes in the song. Drawing on themes of rejection, invisibility, and the yearning for unconditional acceptance, I interpret the song as a crit…
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Disability in South African Society
This article explores South African reggae musician Lucky Dube’s song “Love Me (The Way I Am)” from a disability studies perspective, highlighting how Dube appears to refer to the marginalised experiences of children with disabilities in his society. A disability reading allows one to interpret disability themes in the song. Drawing on themes of rejection, invisibility, and the yearning for unconditional acceptance, I interpret the song as a crit…
Multilingualism and transformation in South African higher education language policy framework
Globally, there is a recurring discourse that higher education systems need to transform. In South Africa, this discourse is articulated in the post-apartheid agenda of redress and equity. Before 1994, higher education was racially and linguistically segregated. Although the political change occurred, the linguistic injustice remains ingrained. Much of the transformation narrative has therefore been rhetorical, a pattern that forms the perspectiv…
From policing conformity to nurturing difference
Postgraduate research supervision is a complex pedagogical and relational practice shaped by institutional norms, power relations, and assumptions about academic productivity. Supervisory expectations sometimes prefer certain cognitive styles and modes of engagement. These preferences can marginalise students whose ways of thinking and working differ. This reflective theoretical article critiques postgraduate supervision through a neurodiversity-…
Transdisciplinary approaches to integrating inclusivity and sustainability in teacher education
Research in Southern Africa has shown that teacher education is currently fragmented into discrete modules or policy priorities. This status poses a recognised challenge in education as it sets up Education for Sustainable Development (ESD) and inclusive education as competing agendas that are typically addressed separately. In response, this study investigated how transdisciplinary research in education, understood as the co-production of knowle…
From Rationality to Criticality
This policy analysis study examines how education policy research has been framed in recent decades, and its implications for inclusive education. The study draws on Ball's (1993) conceptualisation of policy effects, which distinguishes between first-order effects that focus on policy outcomes and evaluation, and second-order effects that address unintended consequences and foundational assumptions. Policy research focused on first-order effects …
Educational Theory and Curriculum Studies (3 works) · Transformative learning (3 works) · Education policy (2 works) · Policy analysis (2 works) · African cultural and philosophical studies (1 work) · Conformity (1 work) · Curriculum (1 work) · Dialectic (1 work) · Disability Rights and Representation (1 work) · Discourse analysis (1 work)