Oscar Oliver Eybers
Biographic Data
| ID | 906987 |
|---|---|
| NAME | Oscar Oliver Eybers |
| GIVEN NAMES | Oscar Oliver |
| FAMILY NAME | Eybers |
| SIGNATURE | EYBERS O O |
| AFFILIATIONS | University of Pretoria |
| ORCID | 0000-0002-2693-3955 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Redefining academic literacy assessment with SDG goals, GenAI, and multilingual narratives
This study investigates how Generative Artificial Intelligence (GenAI) image generation combined with translanguaging and traditional narrative writing can enhance academic literacy and advance social sustainability through inclusive higher education in South African universities. Focusing on first-year humanities students, the research analyses multimodal data, including AI-generated images, student reflective writing, and translanguaging. The f…
Decolonizing Academic Literacy with ተዋሕዶ/Tewahedo and Multiliteracies in Higher Education
This study proposes Tewahedo epistemology, an Ethiopian knowledge system grounded in the Ge’ez language, as a decolonial framework for re-visualizing academic literacy in higher education. Tewahedo, meaning “oneness” or “unity”, integrates multiliteracies—written, oral, spatial, and visual—within a communal and culturally embedded ethos through its Tergwame (ትርጓሜ) epistemes and Andǝmta (አንድምታ) traditions. The aim of the article is to challenge th…
Transforming Academic Literacy
This article explores the transformational potential of centering indigenous identities and heritage within academic literacy instruction in higher education. The dominance of Eurocentric pedagogies in higher education has often marginalized African epistemologies and cultural narratives, limiting students’ engagement and sense of belonging. Drawing on examples such as the Ma’at and Tewahedo traditions, this work argues that academic literacy sho…
Left, Right then Left Again
The purpose of this article is to critically consider the roles that academic literacy facilitators fulfil in exposing students to Global Citizenship Education (GCE). In university disciplines, literacies are primary tools that students employ to interact with global events, knowledge, theories and problems. As such, multimodal literacies including written, audiovisual and cyber texts facilitate students’ access to the world through critical comm…
Coloniality as Appropriation of Indigenous Ontologies
The purpose of this investigation is to frame Global North colonialism in southern and eastern Africa as ontological appropriation. In the case of southern Africa, Global North appropriation of Khoi and San agriculturalist ontologies is illustrated. Additionally, attempts by the Global North to claim origination of Ethiopia’s ancient ontologies are cited as evidence of colonial appropriation. In accordance, the methods of the investigation involv…
You Are Essentially Just a Number”
This article analyzes first-year natural science students’ experiences of discourse and devaluation as new members of the Natural and Agricultural Sciences Faculty at the University of Pretoria (UP). This study aims to highlight students’ perspectives on navigating digital learning during COVID-19. Second, the analysis aims to highlight how intersections between languages, digital learning tools, and students’ identities intersect in an academic …
Afrocentricity and decoloniality in disciplinarity
This study explores a transformative method to revise an academic literacy study guide in a Humanities faculty in South Africa. The methodology includes a critical literature review, positioning the study within the framework of Gee's discourse theory and Lea and Street's academic literacy model. The researcher functioned as a research instrument, critically evaluating the practical reasons for the guide's revision and challenges prompting change…
Social Realist Ontology for Analysing BRICS Educational Governance
This study advocates a social realist ontological framework as an effective, analytical blueprint for identifying problems and solutions in BRICS, educational governance systems; specifically as related to the higher education domain. The methods of the study include a textual analysis and description of a social realist ontology to illustrate how it may be applied towards mapping human experiences, including our undergoing processes of education…
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Social Realist Ontology for Analysing BRICS Educational Governance
This study advocates a social realist ontological framework as an effective, analytical blueprint for identifying problems and solutions in BRICS, educational governance systems; specifically as related to the higher education domain. The methods of the study include a textual analysis and description of a social realist ontology to illustrate how it may be applied towards mapping human experiences, including our undergoing processes of education…
Coloniality as Appropriation of Indigenous Ontologies
The purpose of this investigation is to frame Global North colonialism in southern and eastern Africa as ontological appropriation. In the case of southern Africa, Global North appropriation of Khoi and San agriculturalist ontologies is illustrated. Additionally, attempts by the Global North to claim origination of Ethiopia’s ancient ontologies are cited as evidence of colonial appropriation. In accordance, the methods of the investigation involv…
You Are Essentially Just a Number”
This article analyzes first-year natural science students’ experiences of discourse and devaluation as new members of the Natural and Agricultural Sciences Faculty at the University of Pretoria (UP). This study aims to highlight students’ perspectives on navigating digital learning during COVID-19. Second, the analysis aims to highlight how intersections between languages, digital learning tools, and students’ identities intersect in an academic …
Afrocentricity and decoloniality in disciplinarity
This study explores a transformative method to revise an academic literacy study guide in a Humanities faculty in South Africa. The methodology includes a critical literature review, positioning the study within the framework of Gee's discourse theory and Lea and Street's academic literacy model. The researcher functioned as a research instrument, critically evaluating the practical reasons for the guide's revision and challenges prompting change…
Left, Right then Left Again
The purpose of this article is to critically consider the roles that academic literacy facilitators fulfil in exposing students to Global Citizenship Education (GCE). In university disciplines, literacies are primary tools that students employ to interact with global events, knowledge, theories and problems. As such, multimodal literacies including written, audiovisual and cyber texts facilitate students’ access to the world through critical comm…
Decolonizing Academic Literacy with ተዋሕዶ/Tewahedo and Multiliteracies in Higher Education
This study proposes Tewahedo epistemology, an Ethiopian knowledge system grounded in the Ge’ez language, as a decolonial framework for re-visualizing academic literacy in higher education. Tewahedo, meaning “oneness” or “unity”, integrates multiliteracies—written, oral, spatial, and visual—within a communal and culturally embedded ethos through its Tergwame (ትርጓሜ) epistemes and Andǝmta (አንድምታ) traditions. The aim of the article is to challenge th…
Transforming Academic Literacy
This article explores the transformational potential of centering indigenous identities and heritage within academic literacy instruction in higher education. The dominance of Eurocentric pedagogies in higher education has often marginalized African epistemologies and cultural narratives, limiting students’ engagement and sense of belonging. Drawing on examples such as the Ma’at and Tewahedo traditions, this work argues that academic literacy sho…
Redefining academic literacy assessment with SDG goals, GenAI, and multilingual narratives
This study investigates how Generative Artificial Intelligence (GenAI) image generation combined with translanguaging and traditional narrative writing can enhance academic literacy and advance social sustainability through inclusive higher education in South African universities. Focusing on first-year humanities students, the research analyses multimodal data, including AI-generated images, student reflective writing, and translanguaging. The f…
Sociology (7 works) · Literacy (5 works) · Pedagogy (5 works) · Indigenous (4 works) · Political science (4 works) · Second Language Learning and Teaching (4 works) · Epistemology (3 works) · Global Educational Policies and Reforms (3 works) · Mathematics education (3 works) · Psychology (3 works)