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Embracing equitable learning in managing the physical and financial resources in South-African-schools: A social justice perspective

South African journal of education, 2020-11, Vol.40 (4), p.1-11

Mutekwe, Edmore

2020

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Unmasking the ramifications of the fees-must-fall-conundrum in higher education institutions in South Africa : a critical perspective

Perspectives in education, 2017-12, Vol.35 (2), p.142-154

Mutekwe, Edmore

2017

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Perceptions about the use of language in physical science classrooms : a discourse analysis

South African journal of education, 2021-02, Vol.41 (1), p.1-11

2021

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Examining the Manifestations and Ramifications of the Patriarchal Ideology in Female-Led Schools in the North West Province of South Africa

Perspectives in education, 2021-06, Vol.39 (2), p.191-207

2021

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Narratives and interpretations of the political economy of Zimbabwe’s development aid trajectory, 1980–2013

Journal for Transdisciplinary Research in Southern Africa, 2021-02, Vol.17 (1), p.1-12

2021

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The importance of shepherd leadership practices on easing the text book burden on South African university students

Perspectives in education, 2020-06, Vol.38 (1), p.100-114

Mutekwe, Edmore

2020

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The importance of shepherd leadership in easing the text book burden for South African university students

Perspectives in education, 2020-06, Vol.38 (1)

Edmore Mutekwe

2020

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The importance of shepherd leadership in easing the text book burden for South African university students

Perspectives in education, 2020-06, Vol.38 (1)

Edmore Mutekwe

2020

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The Importance of Shepherd Leadership Practices on Easing the Textbook Burden on South African University Students

Perspectives in education, 2020-01, Vol.38 (1), p.100-114

Mutekwe, Edmore

2020

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Girls' career choices as a product of a gendered school curriculum : the Zimbabwean example

South African journal of education, 2012-08, Vol.32 (3), p.279-292

2012

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Unmasking the ramifications of the fees-must-fall-conundrum in higher education institutions in South Africa: A critical perspective

Perspectives in education, 2018-04, Vol.35 (2)

Edmore Mutekwe

2018

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Using a Vygotskian sociocultural approach to pedagogy: Insights from some teachers in South Africa

Journal of education (Durban), 2018 (71), p.58-72

Mutekwe, Edmore

2018

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STRUCTURE, AGENCY AND CURRICULAR INFLUENCES ON GIRLS’ OCCUPATIONAL ASPIRATIONS: THE ZIMBABWEAN EXPERIENCES

Journal of research in gender studies, 2018, Vol.8 (2), p.29-54

Mutekwe, Edmore

2018

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Examining the manifestations and ramifications of the patriarchal ideology in female-led schools in the North West Province of South Africa

Perspectives in education, 2021-06, Vol.39 (2)

2021

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Perceived gender-based challenges endured by Zimbabwean secondary school girls in their academic and occupational prospects

Perspectives in education, 2013-03, Vol.31 (1), p.20-29

2013

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Unmasking the ramifications of the fees-must-fallconundrum in higher education institutions in South Africa: A critical perspective

Perspectives in education, 2017-01, Vol.35 (2), p.142-154

Mutekwe, Edmore

2017

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Advancing the Learning Equity Agenda through a Social Constructivist Epistemology to Teaching and Learning in the Curriculum

International journal of educational sciences, 2017-06, Vol.17 (1-3), p.197-204

Mutekwe, Edmore

2017

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Interrogating the Dialectical Relationship between Society and the School Curriculum: An Educational Sociology Perspective

Journal of sociology and social anthropology, 2017-04, Vol.8 (2)

Mutekwe, Edmore

2017

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Advancing the Learning Equity Agenda through a Social Constructivist Epistemology to Teaching and Learning in the Curriculum

International journal of educational sciences, 2017-04, Vol.17 (1-3)

Mutekwe, Edmore

2017

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Interrogating the dialectical relationship between society and the school curriculum: an educational sociology perspective

Journal of sociology and social anthropology, 2017-04, Vol.8 (2), p.89-97

Mutekwe, Edmore

2017

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Interrogating the Social Class Assumptions and Classroom Implications of Bernstein’s Pedagogic Discourse of Visible and Invisible Pedagogies

Journal of sociology and social anthropology, 2016-04, Vol.7 (2)

Mutekwe, Edmore

2016

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Interrogating the Social Class Assumptions and Classroom Implications of Bernstein's Pedagogic Discourse of Visible and Invisible Pedagogies

Journal of sociology and social anthropology, 2016-04, Vol.7 (2), p.118-125

Mutekwe, Edmore

2016

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Improving Learning Equity through a Social Constructivist Approach to Teaching and Learning: Insights from the Vygotskian Socio-Cultural Approach

Mediterranean journal of social sciences, 2014-12

Mutekwe, Edmore

2014

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Perceptions of the School Management Teams on the Continuous Professional Development of Information Communication Technology Educators: A Human Capital Development Analysis of a South African School

Mediterranean journal of social sciences, 2014-12

Mutekwe, Edmore

2014

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Towards an Africa Philosophy of Education for Indigenous Knowledge Systems in Africa

Creative education, 2015, Vol.6 (12), p.1294-1305

Mutekwe, Edmore

2015

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Embracing equitable learning in managing the physical and financial resources in South-African-schools: A social justice perspective

Unmasking the ramifications of the fees-must-fall-conundrum in higher education institutions in South Africa : a critical perspective

Perceptions about the use of language in physical science classrooms : a discourse analysis

Examining the Manifestations and Ramifications of the Patriarchal Ideology in Female-Led Schools in the North West Province of South Africa

Narratives and interpretations of the political economy of Zimbabwe’s development aid trajectory, 1980–2013

The importance of shepherd leadership practices on easing the text book burden on South African university students

The importance of shepherd leadership in easing the text book burden for South African university students

The importance of shepherd leadership in easing the text book burden for South African university students

The Importance of Shepherd Leadership Practices on Easing the Textbook Burden on South African University Students

Girls' career choices as a product of a gendered school curriculum : the Zimbabwean example

Unmasking the ramifications of the fees-must-fall-conundrum in higher education institutions in South Africa: A critical perspective

Using a Vygotskian sociocultural approach to pedagogy: Insights from some teachers in South Africa

STRUCTURE, AGENCY AND CURRICULAR INFLUENCES ON GIRLS’ OCCUPATIONAL ASPIRATIONS: THE ZIMBABWEAN EXPERIENCES

Examining the manifestations and ramifications of the patriarchal ideology in female-led schools in the North West Province of South Africa

Perceived gender-based challenges endured by Zimbabwean secondary school girls in their academic and occupational prospects

Unmasking the ramifications of the fees-must-fallconundrum in higher education institutions in South Africa: A critical perspective

Advancing the Learning Equity Agenda through a Social Constructivist Epistemology to Teaching and Learning in the Curriculum

Interrogating the Dialectical Relationship between Society and the School Curriculum: An Educational Sociology Perspective

Advancing the Learning Equity Agenda through a Social Constructivist Epistemology to Teaching and Learning in the Curriculum

Interrogating the dialectical relationship between society and the school curriculum: an educational sociology perspective

Interrogating the Social Class Assumptions and Classroom Implications of Bernstein’s Pedagogic Discourse of Visible and Invisible Pedagogies

Interrogating the Social Class Assumptions and Classroom Implications of Bernstein's Pedagogic Discourse of Visible and Invisible Pedagogies

Improving Learning Equity through a Social Constructivist Approach to Teaching and Learning: Insights from the Vygotskian Socio-Cultural Approach

Perceptions of the School Management Teams on the Continuous Professional Development of Information Communication Technology Educators: A Human Capital Development Analysis of a South African School

Towards an Africa Philosophy of Education for Indigenous Knowledge Systems in Africa

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