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Curriculum tinkering in situations of crises and inequalities: The case of South Africa

Prospects (Paris), 2021-10, Vol.51 (1-3), p.489-501

2021

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The Link Between a Mentorship Programme for Mathematics, Science, and Technology In-Service Teachers and Professional Development

SAGE open, 2021-01, Vol.11 (1)

2021

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Disrupting Higher Education Curriculum: Undoing Cognitive Damage

1, 2017

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Excavating memories: A retrospective analysis of mathematics teachers’ foregrounds

Pythagoras (Pretoria, South Africa), 2012-01, Vol.33 (2), p.e1-e9

Amin, Nyna

2012

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Teacher knowing or not knowing about students

South African journal of education, 2015-08, Vol.35 (3), p.1-9

2015

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Teacher care work in situations of severe deprivation

Pastoral care in education, 2020-04, Vol.38 (2), p.156-173

2020

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EditorialCurriculum without Borders: Transdisciplinary, Interdisciplinary and Multidisciplinary Teaching in Higher Education

Alternation (Durban), 2019-12, Vol.SP27

2019

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Towards a Realistic Description of Competence for New Radiology Graduates in South Africa

Alternation Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, 2017-12, Vol.24 (2), p.56-74

2017

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Teacher knowing or not knowing about students

South African journal of education, 2015-08, Vol.35 (3), p.1-9

2015

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Alternation25,2(2018) 1–111Electronic ISSN: 2519-5476; DOIhttps://doi.org/10.29086/2519-5476/2018/v25n2a1Editorial: Crises, Contestations, Contemplations and Futures in Higher Education

Alternation (Durban), 2018-12, Vol.25 (2), p.1-11

2018

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Excavating memories : a retrospective analysis of mathematics teachers' foregrounds : original research

Pythagoras (Pretoria, South Africa), 2012-01, Vol.33 (2), p.1-9

Amin, Nyna

2012

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Examining pre-service teachers' subject matter knowledge of school mathematics concepts

Journal of education (Durban), 2017 (70), p.46-72

2017

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Autobiographies, biographies and writing lives

Agenda (Durban), 2014-01, Vol.28 (1), p.3-6

2014

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introduction: Autobiographies, biographies and writing lives

Agenda (Durban), 2014-01, Vol.28 (1 (99)), p.3-6

2014

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Preparing students to teach in and for diverse contexts : a learning to teach approach

Perspectives in education, 2009-03, Vol.27 (1), p.69-77

2009

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'She doesn't look like she is both mother and father': disrupting the child/parent binary

Agenda (Durban), 2009-01, Vol.79, p.24-29

Amin, Nyna

2009

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"She doesn't look like she is both mother and father": Disrupting the child/parent binary

Agenda (Durban), 2009-01, Vol.23 (79), p.24-29

Amin, Nyna

2009

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A qualitative study: potential benefits and challenges of traditional healers in providing aspects of palliative care in rural South Africa

Rural and remote health, 2014, Vol.14, p.2378-2378

2014

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Chronic disaster: A South African perspective

School-Based Family Counseling for Crisis and Disaster, 2023, p.14-23

1, 2023

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A poststructural glimpse at the World Health Organization's palliative care discourse in rural South Africa

Rural and remote health, 2012, Vol.12, p.2059-2059

2012

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Dilemmas of telling bad news: Paediatric palliative care providers’ experiences in rural KwaZulu-Natal, South Africa

SAJCH : the South African journal of child health, 2013-09, Vol.7 (3), p.113-116

2013

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Curriculum Without Borders?

Disrupting Higher Education Curriculum, 2016, p.291-303

2016

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Undoing Cognitive Damage

Disrupting Higher Education Curriculum, 2016, p.3-16

2016

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Queering Curriculum Studies in South Africa: A Call for Reconceptualisation?

Disrupting Higher Education Curriculum, 2016, p.213-228

2016

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Disrupting Language Hegemony: Intellectualising African Languages

Disrupting Higher Education Curriculum, 2016, p.247-263

2016

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Curriculum tinkering in situations of crises and inequalities: The case of South Africa

The Link Between a Mentorship Programme for Mathematics, Science, and Technology In-Service Teachers and Professional Development

Disrupting Higher Education Curriculum: Undoing Cognitive Damage

Excavating memories: A retrospective analysis of mathematics teachers’ foregrounds

Teacher knowing or not knowing about students

Teacher care work in situations of severe deprivation

EditorialCurriculum without Borders: Transdisciplinary, Interdisciplinary and Multidisciplinary Teaching in Higher Education

Towards a Realistic Description of Competence for New Radiology Graduates in South Africa

Teacher knowing or not knowing about students

Alternation25,2(2018) 1–111Electronic ISSN: 2519-5476; DOIhttps://doi.org/10.29086/2519-5476/2018/v25n2a1Editorial: Crises, Contestations, Contemplations and Futures in Higher Education

Excavating memories : a retrospective analysis of mathematics teachers' foregrounds : original research

Examining pre-service teachers' subject matter knowledge of school mathematics concepts

Autobiographies, biographies and writing lives

introduction: Autobiographies, biographies and writing lives

Preparing students to teach in and for diverse contexts : a learning to teach approach

'She doesn't look like she is both mother and father': disrupting the child/parent binary

"She doesn't look like she is both mother and father": Disrupting the child/parent binary

A qualitative study: potential benefits and challenges of traditional healers in providing aspects of palliative care in rural South Africa

Chronic disaster: A South African perspective

A poststructural glimpse at the World Health Organization's palliative care discourse in rural South Africa

Dilemmas of telling bad news: Paediatric palliative care providers’ experiences in rural KwaZulu-Natal, South Africa

Curriculum Without Borders?

Undoing Cognitive Damage

Queering Curriculum Studies in South Africa: A Call for Reconceptualisation?

Disrupting Language Hegemony: Intellectualising African Languages

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