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UCT Research Report '11
Professor Johan Muller
Curriculum studies; epistemology; sociology of knowledge;
school reform; higher education policy
Dr Azwihangwisi Muthivhi
Senior lecturer; developmental psychology; cognitive
development; primary schooling, culture and classroom
teaching and learning
Associate Professor Mastin Prinsloo
Socio-cultural studies in literacy and language,
including early childhood, schooling, adult education
and electronic media
Associate Professor Rob Siebörger
History education; curriculum studies; assessment;
materials development; teacher education
Professor Crain Soudien
Sociology of education; race, class and gender; policy
shifts in education
Research Associates
Dr Jeanne Gamble
Vocational education, sociology of work
Emeritus Professor Peter Kallaway
Education and development, education policy, history of
Distinguished Visitors
Eva Lise Erinsen
Danish School of Education, Aarhus University,
Copenhagen, Denmark
Prof Andrew Brown
Institute of Education, University of London
Prof Jane Kenway
Faculty of Education, Monash University, Australia
Prof Debbie Epstein
School of Social Sciences, Cardiff University, United
Prof Rebecca Boden
School of Management, Western Ave Cardiff, University of
Wales, United Kingdom
Contact Details
Postal Address: School of Education, University of Cape
Town, Private Bag, Rondebosch, 7701
Telephone: SA (21) 650 2769
Fax: SA (21) 650 3489
Research output
Chapters in books
Adler, J. and Davis, Z. 2011. Modelling teaching in
Mathematics teacher education and the constitution of
Mathematics for teaching. In T. Rowland and K. Ruthven
(eds), Mathematical Knowledge in Teaching, pp. 139-160.
Springer Science + Business Media B.V. ISBN 978-90-
Alexander, N.E. 2011. After Apartheid: The language
question. In I. Shapiro and K. Tebeau (eds), After Apartheid
Reinventing South Africa? pp. 311-331. Virginia: University
of Virginia Press. ISBN 978-0-8139-3097-8.
Breier, M. 2011. South Africa: research reflecting critically
on Recognition of Prior Learning (RPL) research and
practice. In J. Harris, M. Breier and C. Wihak (eds),
Researching the Recognition of Prior Learning, pp. 200-
227. England: Niace. ISBN 978-1-86201-460-2.
Clark, J., Case, J.M., Davies, N.J., Sheridan, G.L. and
Toerien, R. 2011. “Struggling Up Mount Improbable” A
Cautionary (Implementation) Tale of a Vision II Scientific
Literary Curriculum in South Africa. In C. Linder, L.
Ostman, D.A. Roberts, P.-O. Wickman and G. Erickson
(eds), Exploring the Landscape of Scientific Literacy, pp.
272-287. New York: Routledge Journals, Taylor & Francis
Ltd. ISBN 9780415874366.
Gamble, J. and Hoadley, U.K. 2011. Positioning the
regulative order. In G. Ivinson, B. Davies and J. Fitz (eds),
Knowledge and Identity: Concepts and Applications in
Bernstein’s Sociology, pp. 157-175. UK: Routledge. ISBN
Hardman, J.C. 2011. The developmental impact of
communicative interaction. In D. Hook, B. Franks and M.W.
Bauer (eds), The Social Psychological of Communication, pp.
25-45. London: Palgrave Macmillan. ISBN 978-0-230-24735-2.
Hoadley, U.K. 2011. Knowledge, knowers and knowing:
Curriculum reform in South Africa. In L. Yates andM. Grumet
(eds), World Yearbook of Education 2011. Curriculum in
Today’s World: Configuring Knowledge, Identities, Work
and Politics, pp.139-154. Routledge, Taylor and Francis
Group. ISBN 978-0-415-57582-9.
Morrell, R.G. and Morrell, P. 2011. Men in/and Gender
Equality: A conversation from South Africa. In A. Cornwall,
J. Edstrom and A. Greig (eds), Men and Development.
Politicizing Masculinities, pp. 111-125. London & New
York: Zed Books. ISBN 978-1-84813-979-4.
Muller, J.P. 2011. Through others’ eyes: the fate of
disciplines. In F. Christie and K. Maton (eds), Disciplinarity:
Functional Linguistic and Sociological Perspectives,