Institute for Post-School Studies

People

Position: Administrator

 

Position: Administrator Adult Education (half time) 

 

Position: Resource Centre

 

Position: Programme Coordinator of the Doctoral Programme in Higher Education Studies (DPHES)
Location: Block A, Room E-14
Email: planga@uwc.ac.za
Tel: +27 (0)21 959 9360 

BIOGRAPHY

Professor Patrício Langa, Sociologist and Associate Professor of Higher Education at the Institute for Post-School Studies (IPSS), University of the Western Cape (UWC) and Distinguished Professor at Eduardo Mondlane University (UEM).

He is the Coordinator of the IPSS Doctoral Program in Higher Education Studies (DPHES) at the IPSS.

Prof. Langa advised the Rector of UEM on Strategic planning and is an affiliated scientist and visiting professor of higher education studies and comparative higher education policy and innovation studies at the Worcester Polytechnic Institute in the United States of America, Boston, Massachusetts; Lisbon Autonomous University; KTH Royal Institute of Technology in Stockholm and Danube University Krems in Austria respectively.

Prof. Langa holds an Honours degree in Sociology from Eduardo Mondlane University, a Master’s degree in Higher Education Studies from the University of Cape Town, and also a PhD in Sociology and Education with a major in Higher Education Studies from the University of Cape Town.

He served as the first Executive Director for External Evaluation in the National Council on Higher Education Quality Assurance and Accreditation in Mozambique (CNAQ) and currently serves on the board of Non-Executive Directors. Prof Langa founded and served as Director of the Centre for Higher Education Studies and Development (CESD), in Mozambique. Prof Langa is one of three founding trustees of the well-established African Minds Publishing and founding President of an international African based agency that promotes international academic mobility and study abroad programs dubbed STAN-Global. He is also the founding member and Current President of the Mozambican Sociological Association (A.M.S.).

Prof. Langa’s research interest are located at the intersection of sociology and higher education studies in Africa. He has published in both Sociology and higher education journals. 

RESEARCH OUTPUT

• Nyondo, J.V. & Langa, P.V. (2021). Emerging Research University in Africa: Divergent Views on Relevance and Experiences. "Emerging Research University in Africa: Divergent Views on Relevance and Experiences," Educational Studies, Higher School of Economics, issue 1, pages 237-256. RePEc: nos: voprob:2021:i:1:p:237-256
• Kwasi-Agyeman, F., Langa, P., & Swanzy, P. (2020). Higher Education Funding and Student Access in the Global South. Journal of Comparative & International Higher Education, 12(Fall), 83-98. https://doi.org/10.32674/jcihe.v12iFall.1020
• Maruza, F.M., Langa, P., Augusto, G. & Nkhoma, N. (2020). Disability Policy Representation in African Higher Education Research: Implications for Disability Policy Framing in African Higher Education. Journal of Comparative & International Higher Education. Vol. 12, 169-187
• Ndibuuza, F. & Langa, P. (2020). The tale of academic practice in a rising knowledge society: focus on a university in South Africa. Tertiary Education and Management. 26:1, 117-130.
• Swanzy, P., Langa, P.V., & Ansah, F. (2019). Ensuring equity and inclusion in higher education provision: Ghana’s Approach. In J. Hoffman & P. Blessinger., M. Makhanya, (Eds), Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (pp. 273-251). Bingley, UK: Emerald.
• Langa, P.V. & Fongwa, S. (2019). Introduction: Reclaiming the African Diaspora to Support African Higher Education. Journal of Higher Education in Africa, 16, Nos 1&2, pp. vii-xiv.
• Zavale, N.C & Langa, P.V. (2019). African Diaspora and the Search for Academic Freedom Safe Havens: Outline of a Research Agenda. Journal of Higher Education in Africa, Vol. 16, Nos 1&2, pp. 1-14
• Langa, P.V. (2019). African Diaspora and its Multiple Academic Affiliations: Curtailing Brain Drain in African Higher Education through Translocal Academic Engagement. Journal of Higher Education in Africa Vol. 16, Nos 1&2, pp. 51-76
• Langa, P.V., Swanzy, P., & Uetela, P. (2019). Advancing Collaboration between African Diaspora and Africa-Based Scholars: Extracts of Interviews with Selected African Diaspora Scholars. Journal of Higher Education in Africa. Vol. 16, Nos 1&2, pp. 135-155
• Sundararajan, R. Langa, P.V., Morshed, T. & Manuel, S. (2019). Traditional Healers as Client Advocates in the HIV-endemic Region of Maputo, Mozambique: Results from a qualitative study. MedRxiv. pp. 1-20
• Nkhoma, N.M. (2019). Moving Beyond Poststructural Paralysis: Articulating an Ethic of Diaspora Collaboration. Journal of Higher Education in Africa. Vol. 16, Nos 1&2, 95-114
• Zavale, N.C., Langa, P.V. (2018). University-industry linkages’ literature on Sub-Saharan Africa: systematic literature review and bibliometric account. Scientometrics. 116, 1–49. https://doi.org/10.1007/s11192-018-2760-4.
• Swanzy, P., Langa, P.V., & Ansah, F. (2018). Quality Assurance in Ghana: Accomplishments and Challenges. International Higher Education, 94: 28-30.
• Langa, P.V. (2017). A disjointed multi-campus system: the neo-liberal expansion and fragmentation of Mozambican higher education. Tertiary Education and Management. 23:1, 23-40.
• Langa, P.V. (2017). Higher Education as a Field of Research in the Portuguese Speaking Countries: Insights on an Emerging Scientific Field. International Journal of African Higher Education. 4:2, 41-62.
• Pausits, A. & Langa, P. (2016). Welcome to the new issue. Working Papers in Higher Education Studies. Vo.2, No. 1, p.i
• Zavale, N.C & Langa, P.V. (2015). Private higher education in Mozambique: an overview of a growing subsystem. Working Papers in Higher Education Studies. 1(2), 89-109.
• Pinheiro, R., Langa, P.V & Pausits, A. (2015). One and two equals three? The third mission of higher education institutions. European journal of higher education, 5(3), 233-249.
• Pinheiro, R., Langa, P.V & Pausits, A. (2015). The institutionalization of universities’ third mission: Introduction to the special issue. European Journal of Higher Education, 5(3), 227-232.
• Langa, P. (2014). O homem na sociedade ou a sociedade no homem: Desafios epistémico e metodológico para uma análise sociológica do carisma de Samora Machel. Revista Angolana de Sociologia, No. 13, pp. 67-79.
• Langa, P. (2012). A mercantilização do ensino superior e a relação com o saber: A qualidade em questão. Revista científica da UEM, 1(1), 21-41.
• Langa, P. V. (2012). ¿ É possível ver de lugar nenhum? Sobre o ponto de vista sociológico. Boletín Científico Sapiens Research, 2 (1), 46-49.
• Langa, P. V. (2011). The significance of Bourdieu’s concept of cultural capital to analysing the field of higher education in Mozambique. International journal of contemporary sociology, 48(1), 93-116.
• Saha, L., Sikora, J., Taki, H., Forbes‐Mewett, H., Langa, P.V., Antikainen, A. & Dworkin, G.A. (2011). Inequality and talent loss: recent evidence from Australia. 48(1), 9-34.
• Wangenge-Ouma, G. & Langa, P. V. (2010). Universities and the mobilization of claims of excellence for competitive advantage. Higher Education, 59(6), 749-764.

Books

• Langa, P.V (2020). Autorretrato de um percurso académico eclético. Maputo: Imprensa Universitária, Universidade Eduardo Mondlane.
• Langa, P.V. & Zavale, N.C. (2018). From University to Work: A Tracer Study on the Destination of Graduates of 2011 Cohort from Mozambican Higher Education Institutions. Maputo: Eduardo Mondlane University Press.
• Langa, P. V. (2013). Higher education in Portuguese speaking African countries. A five countries baseline studies. Cape Town: African Minds.
• Langa, P., Cumaio, G. & Rafael, D.P. (2014). Cinquenta anos de Legislação e Políticas Públicas do Ensino Superior em Moçambique, Cape Town: African Minds.

Book chapters

• Langa, P.V. & Wolhuter, C. (2020). The Policy Context of EU-South Africa Higher Education Cooperation. An Overview of Policies and Practices. In Balbachevsky E., Cai Y., Eggins H., Shenderova S. (eds.), Building Higher Education Cooperation with the EU. Challenges and Opportunities from Four Continents (pp. 107-125). Leiden and Boston: Brill-Sense. DOI: https://doi.org/10.1163/9789004445420_007
• Langa, P.V. & Wolhuter, C. (2020). South Africa: The Role of Cross-Continental Research Initiatives. Case Studies of the EU and Others. In Balbachevsky E., Cai Y., Eggins H., Shenderova S. (eds.), Building Higher Education Cooperation with the EU. Challenges and Opportunities from Four Continents (pp. 182-195). Leiden and Boston: Brill-Sense. DOI: https://doi.org/10.1163/9789004445420_011Zavale, N.C & Langa, P.V. (2019). The relevance of student engagement in African Higher Education. In M. Tanako (Eds). Student engagement and quality assurance in higher education: Intenational collaborations for the enhancement of learning (pp.90-108). London and New York: Routledge.
• Swanzy, P., Langa, P.V., & Ansah, F. (2019). Ensuring equity and inclusion in higher education provision: Ghana’s Approach. In J. Hoffman & P. Blessinger (Eds), Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (pp. 273-251). Bingley, UK: Emerald.
• Langa, P.V. & Zavale, N.C. (2018). Branding and the search for competitive advantage in the field of Mozambican higher education through the use of websites. In: A. Papadimitriou (ed), Competition in Higher Education Branding and Marketing, (pp. 107-142). Cham: Palgrave Macmillan.
• Langa, P.V. (2018). On the Possibilities of Leisure Studies in Mozambique: Historical and Sociological Considerations. In I. Modi & T. Kamphorst (eds), Mapping Leisure(pp. 269-284). Singapore: Springer.
• Langa, P.V. (2017). The encyclopaedia of international higher education systems and institutions. In Pedro Nuno Teixeira · Jung Cheol Shin (Editors-in-Chief), Alberto Amaral · Elizabeth Balbachevsky, Andres Bernasconi · Edward Choi · Hans De Wit, Gaële Goastellec · Fiona Hunter ·Barbara M. Kehm, Manja, Klemenčič · Patrício Langa António Magalhães, Goolam Mohamedbhai · Terhi Nokkala· Laura Rumbley, Bjørn Stensaker · Lisa Unangst · Jussi Välimaa, Rui Yang (eds.) (2020). Encyclopaedia of Higher Education Systems and Institutions. Volume, 1, 2 & 3. Dordrecht: Springer.
• Langa, P.V., Wangenge-Ouma, G., Jungblut, J. & Cloete, N. (2017). Africa: South Africa and the illusion of free higher education. In M. Georgiana, P.G. Altbach & H. de Wit (eds), Understanding Global Higher Education (pp.61-66). Rotterdam: Sense.
• Wangenge-Ouma, G., Lutomiah, A. & Langa, P. (2015). Academic incentives for knowledge production in Africa. Case studies of Mozambique and Kenya. In N. Cloete, P. Maassen & T. Bailey (eds), Knowledge Production and Contradictory Functions in African Higher Education (pp.128-147). Cape Town: African Minds.
• Langa, P. (2014). The Role and Functions of Higher Education Councils and Commissions in Africa: A Case Study of the Mozambique National Council on Quality Assurance in Higher Education (CNAQ). Cape Town: Centre for Higher Education Transformation.
• Langa, P.V. (2014). Alguns desafios do ensino superior em Moçambique: do conhecimento experiencial à necessidade de produção de conhecimento científico. Desafios para Moçambique (pp. 365-395), Maputo: IESE.
• Langa, P. (2011). Scientific capital and engagement in African Universities: the case of the social science at Makerere University. Cape Town: Centre for Higher Education Transformation.
• Wangenge-Ouma, G. & Langa, P. V. (2010). A Disciplinary Power in African Higher Education Systems. In B. Stensaker & L. Harvey (eds), Accountability in Higher Education: Global Perspectives on Trust and Power (pp.49-72). New York: Routledge.
• Langa, P. (2009). Poverty Fighters in Academia: the subversion of the notion of socially engaged science in Mozambican higher education. In M. Burawoy., M. Chang, M. F. Hsieh., A. Andrews., E. F. Elcioglu, & L. K. Nelson (eds), Facing an unequal world: challenges for a global sociology (pp.245-267), Taipei: Institute of Sociology Academia Sinica and the National Associations Liaison Committee of the ISA.
• Ngugi,C., Irungu, N., Muwonge,B., Langa, P.V., Pederson, J. Butcher, N., Hoosen,S., Moll, I.,  Adam, F., Backhouse, J., Mhlanga, E.,  Kouame, G.,  Tolba, A..,  Mutti, B. & Eden, C. (2007). Status report on ICTs and higher education in Africa. Cape Town: The Centre of Educational Technology, University of Cape Town.

Position: Senior Lecturer
Location: Block A, Room 2
Email: mnhendricks@uwc.ac.za
Tel: 021 959 3002 

BIOGRAPHY

Dr Natheem Hendricks is an adult educator for over 20 years and has been a member of the team which initiated Recognition of Prior Learning as an access route at the University of the Western Cape.

RESEARCH OUTPUT

1. With Sardine T, Sheffer T. 1992. Adult Basic Education and Training Facilitators Manual, SACHED Trust, Johannesburg.
2. 1995 Moving particles, in Dilley (ed), Unit 8 Forces between Particles, Juta, Kenwyn, Lesson 6, pp. 68-81.  
3. 1995 Inter Molecular Forces in Water, in Dilley (ed), Unit 8 Forces between Particles, Lesson 7, pp. 82-91.
4. 1997 The Assessment Interface, in Dilley and Roman (eds.) Support Services in Distance Education: Post Graduate Diploma in Distance Education. Course 3, Study Manual A, SACHED Trust, Johannesburg, Chapter 9. pp. 333-371
5. 1998 Garraway and Matshanda, Savings and Credit Co-operative League of South Africa: Training Manuel, SACCOL, Cape Town, Chapter 6 Financial Statements, pp. 1- 22, Chapter 7 Financial Analysis, pp. 1- 28, Chapter 8: Financial Goals and Planning, pp. 1- 20.
6. 2000 With Volbrecht, Early Childhood Development: Guidelines for the Recognition of Prior Learning, European Union Technical Support to the South African Department of Education, Pretoria.
7. 2001 With Volbrecht, Small and Himulchul, Recognition of Prior Learning: A Training Manual for ABET practitioners, European Union Technical Support to the South African Department of Education.
8. 2002 Assessment Practices: Module B, National Diploma ETD: Adult Leaning, Centre for Adult and Continuing Education, UWC, Bellville.
9. with Terry Volbrecht, RPL as cognitive praxis linking lifelong learning, the African Renaissance, South African Journal of Higher Education, vol. 17. No 1.
10. 1997 Evaluation of the Economic Literacy and Community Development Course, offered by Fair Share, School of Government, UWC.
11. 2000 Case Study: Regional Work of the eastern seaboard Association of Tertiary Institution (esATI) and the Central Application Office (CAO) in KwaZulu Natal with Particular reference to Recognition of Prior Learning, Commissioned by the Joint Education Trust.
12. 2003 Admission of Students to Honours Programmes without obtaining an Undergraduate Degree: The Application of Senate Discretion Rule A.4.3. Institutional Research Report, Submitted to DLL Board, 30 October 2003.
13. 2007 A Feasibility Study of the Adult Education and Training in the Western Cape Province, Cape Town, Western Cape Education Department.
14. 2006, with Volbrecht T., Tisani N., and Ralphs A. Recognition of Prior Learning in the National Professional Diploma in Education, Research Report. Pretoria, ETDP SETA.
15. Title of Doctoral Studies: “Received Truths: Security, Securitisation and South African Muslims”, University of Johannesburg.
16. The Recognition of Prior Learning in Higher Education: the Case of the University of the Western Cape, Saarbruken, Germany: VDM Verlag Dr. Muller Aktiengesellsckaft & Co.
17. An e-Learning Collaborative Environment: Learning within a Masters in Education Programme, International Journal on E-Learning Corporate, Government, Healthcare and Higher Education, 11(1), pp. 39-54,
18. Writing insecurity: Representations of Muslims in South Africa’s print media between 2001 and 2014, Politikon, 47(1), pp. 1-15.
19. 2020 Hendricks n. & Marti S, Counteracting Xenophobia in South Africa through Popular Education, New Direction in Adult Education.
20. 2020. Manufacturing Terrorism in Africa: The Securitisation of South African Muslims, Palgrave MacMillan. ISBN 978-981-15-5626-5 (eBook) https://doi.org/10.1007/978-981-15-5626-5

Position: Senior Lecturer
Email: sneedham@uwc.ac.za
Tel: 021 959 9592 

BIOGRAPHY

Dr Seamus Needham is a Senior Lecturer at the University of the Western Cape Institute for Post-School Studies (IPSS).

He performs a project management role in coordinating funded and commissioned research projects for the IPSS. His current research area is articulation between TVET colleges, higher education and the world of work. He is has completed a PhD in this area.

RESEARCH OUTPUT
Needham, S. (2019). TVET policy in South Africa: Caught between neo-liberalism and privatisation? Journal for Vocational, Adult and Continuing Education, Volume 2, Issue 2.

Needham, S. (2019). Student Support Structures for Transitioning from Vocational to University Education: A South African Case Study in S. McGrath et al. (eds.), Handbook of Vocational Education and Training: Developments in the Changing World of Work, https://doi.org/10.1007/978-3-319-49789-1_92-1 Springer Nature Switzerland AG 2018

Papier, J., Powell, L., McBride, T., & Needham, S. (online 2018, hard copy 2019). ‘Pathways and destinations of TVET college graduates of NATED programmes’. In ‘Post-School Education and the Labour Market in South Africa: Pathways, Aspirations and Outcomes’, HSRC Press: Cape Town.

Needham, S. and Papier, J. (2018). ‘Professional qualifications for the insurance industry: dilemmas for articulation and progression’, Journal for Vocational, Adult and Continuing Education and Training, Volume 1, Issue 1.

Papier J., Sheppard C., Needham S., Cloete N. (2016). Provision, Differentiation and Pathways: A study of post-schooling in the Western Cape, African Minds

McGrath, S., Lugg, R., Papier, J., Needham, S,. Neymeyer, S. as SPAN Consultants. (2011). Final Report - Status of TVET in the SADC Region - Assessment and Review of Technical and Vocational Education and Training (TVET) in the SADC Region and Development of a Regional Strategy for the Revitalisation of TVET, SADC-UNESCO Report, 31 May 2011.

Needham, S. & Papier, J. (2011). Practical Matters: What young people think about vocational education in South Africa, City & Guilds Centre for Skills Development, June 2011.

Position: Lecturer
Location: IPSS Wynberg Office
Email: tmcbride@uwc.ac.za
Tel: 021 959 9593 

BIOGRAPHY

Mr Timothy McBride works as a Lecturer in the Institute for Post-School Studies (IPSS).

Timothy has been involved in education, policy and development for over 20 years as a lecturer, trainer, development worker and researcher. His current research interests include the sociology of work and learning, TVET student throughput, FET-HE collaboration, and college lecturer education.

His previous work engagements include high school teacher, lecturer & HoD at Access Programme, Peninsula Technikon, Senior Researcher at NACWC (Education NGO consortium), Deputy Director SAQA, Researcher at FET Institute in the Faculty of Education at UWC and a labourer in the metal work industry.

He has served on various committees and held various executive positions and/or founded local organisations in youth/student, civic, sport, gender, community safety and rights awareness.

RESEARCH OUTPUT
Bantwini, L., & McBride, T. (2012). Baseline study on FET college lecturer skills: The case of the Eastern Cape: 2010/11. East London: Eastern Cape Socio Economic Consultative Council (ECSECC).

McBride, T., & Needham, S. (2007). What are the critical factors to consider for FET and HE education and training institutions to collaborate in order to address workplace skills demands faced in South Africa? In S. Walters (Ed.), 5th International Conference on Researching work and learning (RWL5): Rethinking the 'centre' and the 'margins' in researching work and learning (pp. 591–597). Stellenbosch: University of the Western Cape.

Papier, J., & McBride, T. (2019). Systematising student support services in TVET colleges – progressing from policy. In S. McGrath, M. Mulder, J. Papier, & R. Suart (Eds.), Handbook of Vocational Education and Training: Developments in the Changing World of Work (1st ed., pp. 1593–1608). Cham: Springer.

Papier, J., Needham, S., Prinsloo, N. A., & McBride, T. (2016). Preparing TVET college graduates for the workplace: Employers’ views. In A. Kraak, A. Paterson, & K. Boka (Eds.), Change management in TVET Colleges: Lessons learnt from the field of practice (pp. 83–102). Cape Town: JET and African Minds.

Papier, J., Needham, S., & McBride, T. (2012). Contemporary issues in public FET colleges (LMIP Working Papers No. 17). Cape Town: HSRC.

Papier, J., Powell, L., McBride, T., & Needham, S. (2018). Tracing the pathways of National Accredited Technical Education Diploma (NATED) programme graduates through Technical and Vocational Education and Training (TVET) colleges and beyond. In M. Rogan (Ed.), Post-school education and the labour market in South Africa (pp. 165–184). Cape Town: HSRC Press.

Stumpf, R., Papier, J., McBride, T., & Needham, S. (2012). An investigation into the capacity of FET colleges to contribute towards solving the problem of large numbers of young people who are not in employment, education, or training (NEETS). In H. Perold, N. Cloete, & J. Papier (Eds.), Shaping the Future of South Africa’s Youth: Rethinking post-school education and skills training (pp. 103–128). Cape Town: African Minds.

Position: Lecturer
Location: IPSS Wynberg Office
Email: nprinsloo@uwc.ac.za
Tel: 021 959 9590

BIOGRAPHY
Nigel Prinsloo has been a member of the Education Faculty since 2005. He works for the vocational arm of the Institute of Post-School studies (IPSS) and currently lectures on the Post Graduate Diploma in Technical, Vocational Education and Training (TVET) programme.

Mr Prinsloo's research interests include, vocational training, adult education and Recognition of Prior Learning (RPL).  

RESEARCH OUTPUT
Mr Prinsloo has authored and co-authored the following articles and was involved in a number of research projects.

Prinsloo, N. A. (2009). Recognition of Prior Learning practices within the public Further Education and Training colleges. M.Ed Thesis, UWC, Centre for Adult and Continuing Education.

Papier, J., Thomas, S., McBride, T., Prinsloo, N., Daniel, L., & Martin, J. (2005). Developing learning programmes for NQF registered qualifications and unit standards: a step by step guide. (J. Papier, & L. Daniels, Eds.) Cape Town: SAQA.

J Papier, S Needham, N Prinsloo, T McBride (2016). Preparing TVET college graduates for the workplace: Employers views. Change management in TVET Colleges

Swart, J., Prinsloo, N. (2017) Artisan Recognition of Prior Learning (ARPL) and  workplace mentor development Programme Project Report: Western Cape Government 

Ralphs, A., Mcube, R., Prinsloo, N. (2020) The history, artistry and challenges of RPL for access to undergraduate study at a South Africa University. Pretoria: SAQA.

Position: Professor Emerita
Email: ferris@iafrica.com

BIOGRAPHY
I have served as professor of adult and continuing education at University of Western Cape from 1985 until retirement in July 2014 when I was appointed professor emerita. During this time, I was founding director of the Centre for Adult and Continuing Education (CACE), which was located within the Faculty of Education, and the Division for Lifelong Learning (DLL) which worked across faculties and reported to the university executive. The work of both units was breaking new ground both at the university and nationally. Under my leadership, both became leading institutions in the field and were recognised particularly for innovative practices nationally and internationally.

My commitments as a feminist scholar-activist, to engage socio-economic-ecological, pedagogical and political issues in the interests of greater social justice have been acknowledged in various fora. International awards that have recognised my contributions in the areas of adult learning and education, within a lifelong learning philosophy and approach, include a PhD (Honoris Causa) from the University of Linkoping, Sweden; induction into the USA based Adult and Continuing Education Hall of Fame; and induction as an Honorary Fellow into the UNESCO Institute for Lifelong Learning.  In 2014 I was elected as the Deputy President for Africa on the International Council for Adult Education (ICAE) – this is the most significant global civil society organisation for adult education; and in 2019 as President for the Pascal International Members Organisation (PIMA) which is an international network of ALE practitioners across 40 countries.  

I have served on numerous national Ministerial Task Groups and Committees and was chair of the South African Qualifications Association (SAQA) from 2004-2010.

RESEARCH OUTPUT
I self-identify and am identified by others as ‘an engaged scholar’, as an ‘activist scholar / scholar activist’, as a ’feminist scholar’. An attribute that has been singled out by others is my passionate commitment to trying to make a difference in the world for socio-economic, gender and environmental justice. This has led to the majority of my research undertakings to be collaborative, participatory, and action orientated.

My research foci have spiralled through my professional life, which means that the threads are clearly identifiable. They relate to radical adult education which was integral to the struggle against apartheid. At different times, as can be seen from my doctoral study (Walters 1989), I focused on the education within social movements – education for democratic participation. This education within movements is named differently internationally - I have followed the Latin American tradition and have consistently used the term popular education (in the 1980s we referred to People’s Education).

I have been active in co-editing four collections (Walters and Manicom 1996; Walters 1997; Manicom and Walters 2012; von Kotze and Walters 2017). Each of these books was produced with limited resources, bringing activist-scholars together from a wide range of countries, to co-create knowledge which could in turn influence the scholarship within the universities.

A recent research project that I have been involved in, together with Professor von Kotze, is on Traditions of Popular Education. The sponsors of this research were the National Institute for Humanities and Social Sciences (NIHSS) and they presented us with an award for creative use of social media within this research. I am currently researching and writing on ‘learning for climate justice’.

I am an NRF B-Rated Researcher.
 

Position: Projects Administrator

Position: Projects Administrator