Patricia Photo
Biographic Data
| ID | 9605738 |
|---|---|
| NAME | Patricia Photo |
| GIVEN NAMES | Patricia |
| FAMILY NAME | Photo |
| SIGNATURE | PHOTO P |
| AFFILIATIONS | University of South Africa |
| ORCID | 0000-0003-4796-5128 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Contextualised Initiatives for Preserving Ndebele Identity
This study explores the relationship between contextualised initiatives and the preservation of Ndebele identity, with a focus on integrating science education within Ndebele culture. Using a qualitative approach, the research investigated how community-driven efforts, such as museum exhibitions and educational programs, contribute to cultural preservation. Data was collected through focus group interviews with eight participants and museum obser…
Global citizenship education as a destabilising force for education systems
Global Citizenship Education (GCE) is widely promoted as a response to climate change, inequality and social injustice, yet its transformative promise remains contested. This scoping review examines how GCE is conceptualised and integrated across national contexts (2013-2025) and interrogates whether it operates as a destabilising force that challenges rigid curricula and epistemic hierarchies. Guided by Arksey and O’Malley’s framework and report…
Zoo visits as catalysts for science identity
Informal learning experiences can spark dreams that classroom lessons alone may not ignite. This qualitative study investigated how a zoo visit influenced the science-related career aspirations of Grade 3–7 students in South Africa. Guided by social cognitive career theory and possible selves theory, the study explored students’ experiences of engagement, meaning-making, and emerging aspirations through interviews, drawings, and classroom observa…
Science teachers in informal learning contexts in South Africa
Informal learning environments are increasingly recognized as transformative spaces for enriching science education through experiential, real-world learning. This study investigated middle school science teachers’ perceptions and experiences of teaching in informal learning contexts in KwaZulu-Natal, South Africa. A qualitative multiple-case study design was employed with 14 teachers (Grades 7–9). Data were collected via semi-structured intervie…
No prominent works on this page.
Science teachers in informal learning contexts in South Africa
Informal learning environments are increasingly recognized as transformative spaces for enriching science education through experiential, real-world learning. This study investigated middle school science teachers’ perceptions and experiences of teaching in informal learning contexts in KwaZulu-Natal, South Africa. A qualitative multiple-case study design was employed with 14 teachers (Grades 7–9). Data were collected via semi-structured intervie…
Contextualised Initiatives for Preserving Ndebele Identity
This study explores the relationship between contextualised initiatives and the preservation of Ndebele identity, with a focus on integrating science education within Ndebele culture. Using a qualitative approach, the research investigated how community-driven efforts, such as museum exhibitions and educational programs, contribute to cultural preservation. Data was collected through focus group interviews with eight participants and museum obser…
Global citizenship education as a destabilising force for education systems
Global Citizenship Education (GCE) is widely promoted as a response to climate change, inequality and social injustice, yet its transformative promise remains contested. This scoping review examines how GCE is conceptualised and integrated across national contexts (2013-2025) and interrogates whether it operates as a destabilising force that challenges rigid curricula and epistemic hierarchies. Guided by Arksey and O’Malley’s framework and report…
Zoo visits as catalysts for science identity
Informal learning experiences can spark dreams that classroom lessons alone may not ignite. This qualitative study investigated how a zoo visit influenced the science-related career aspirations of Grade 3–7 students in South Africa. Guided by social cognitive career theory and possible selves theory, the study explored students’ experiences of engagement, meaning-making, and emerging aspirations through interviews, drawings, and classroom observa…
Curriculum (3 works) · Science education (3 works) · Indigenous (2 works) · Informal learning (2 works) · Transformative learning (2 works) · African cultural and philosophical studies (1 work) · Archaeology and Rock Art Studies (1 work) · Career Development and Diversity (1 work) · Citizenship (1 work) · Construct (python library) (1 work)