Recent Publications

Book reviews

Keane, M. (2022). [Review of Education, Communication and Democracy in Africa: A Democratic Pedagogy For The Future, C.H. Manthalu, V. Chikaipa. & A.M. Gunde, (Eds.)]. Critical Studies in Teaching and Learning. 10(1) DOI:10.14426/Cristal.V10i1.575

Leading articles

Maringe, F., & Chiramba, O. (2022). Disruptions in Higher Education: Mitigating Issues of Access and Success in the COVID-19 Pandemic. South African Journal of Higher Education, 36(4), 6-20.

Journal articles: published (2022)

Chiramba, O., & Motala, S. (2022).’The Hill We Climb: In Search of a New Pedagogy’. Southern African Review of Education: Special Issue. 27(1), 140-159.

Fataar, A., Motala., S, Keet A., Lalu P., Nuttall, S., Menon, K. & Staphorst, L. (2022). The university in techno-rational times: Critical universities studies, South Africa. Educational Philosophy and Theory, DOI: 10.1080/00131857.2022.2142555 https://doi.org/10.1080/00131857.2022.2142555

McAlpine, L., Keane, M., & Chiramba, O. (2022). Africans’ Experiences of International PhDs: Making Sense of a Spectrum of Career Mobility Trajectories. Compare: A Journal of Comparative and International Education, 52(8), DOI: 10.1080/03057925.2021.2017769

McAlpine, L., Chiramba, O. F., & Keane, M. (2022). African Experiences of Doing PhDs Abroad: Negotiating Careers Within Broader Life Considerations. Studies in Graduate and Postdoctoral Education, Studies in Graduate and Postdoctoral Education, 13(3), 81-296. https://Doi.Org/10.1108/SGPE-10-2021-0073

McDonald, Z., & Motala, S. (2022). Beyond Heteronormativity Towards Social Justice: Disrupting Gender Operationalisation in Teaching and Learning Trends in Higher Education. Critical Studies in Teaching and Learning, 10(1), 23-38,  https://hdl.handle.net/10520/ejc-cristal-v10-n1-a3

Menon, K., & Motala, S. (2022). Pandemic Disruptions to Access to Higher Education in South Africa: A Dream Deferred?: Pedagogical Inclusivity in Higher Education in Times of Disruption. South African Journal of Higher Education. 36(4), 47-65. https://doi.org/10.20853/36-4-5188

Menon, K., & Motala, S. (2022). Pedagogical Continuities in Teaching and Learning During COVID-19: Holding Up the Bridge. Scholarship of Teaching and Learning in The South. 6(1), 7-32. https://doi.org/10.36615/sotls.v6i1.249

Motala, S., & Menon, K. (2020). In Search of the ‘New Normal’: Reflections on Teaching and Learning During Covid-19 in a South African University. Southern African Review of Education, 26(1), 80–99

Menon, K., & Motala, S. (2022). The Hill We Climb: In Search of a New Pedagogy. Southern African Review of Education: Special Issue. 27(1), 140-159.

Solomon, A, D., Motala, S., Lawrence A, S., & Pio. A, A. (2022). Exploring Student’s Experiences on Epistemic Access for Effective. Teaching and Learning in Higher Education. International Journal of Instruction, 16 (1), 151-172.

Journal articles: accepted (2022)

Chiramba, O., & Motala, S. (2022). Teacher Professional Development and Resilience: Frameworks for Promoting Social Justice in Times of Disruptions in South African Higher Education. Journal of Educational Studies: Special Issue.

Chisiri, P., Msimango, S., Molapisi, G., & Mazolo, A. (2022). The Worthwhileness of The Zimbabwean Grade 7 Health and Life Skills Education Materials: An Analysis. South African Journal of Education.

Masutha, M., Naidoo, R., & Enders, U. (2022). Challenging University Complicity and Majoritarian Narratives: Counter-Storytelling from Black Working-Class Students. Critical Studies in Education.

Matsepe, D., Maluleke, M., & Cross, M. (2022). Negotiating Successful Academic Identity Under Conditions of Marginalisation in Selected South African Universities. African Journal of Governance and Development.

Matsepe, D., & Maluleke, M. (2022). The Role of Discourse in the Construction of Academic Identity in Selected South African Universities. Journal of International Criminology and Sociology.

Matsepe, D., & Mugwena, M. (2022). Re-Imagining Successful Academic Identity Within Subjectivity and Agency Under the Constraint Conditions in Selected South African Universities. African Journal of Teacher Education.

Matsepe, D., & Mugwena, M. (2022). Embracing an Academic Career: Context, Choice and Agency. Journal of Education Studies.

Motala, S., Maggott, T., & Sayed, Y. (2022). The SDG Agenda and University Transformation in Africa: The Decolonial Turn Deferred? African Journal of Teacher Education.

McDonald, Z. (2022). Women’s Position in The Generation, Reproduction and Dissemination of Religious Texts: The Case of a Deobandi Aligned Madrasa in South Africa. HTS Theological Studies.

Msimango, S. (2022). Opening Doors: The Role of Social Media and Technology. African Journal of Teacher Education.

Journal articles: under review (2022)

Akala, B. (2022). Exploring The History Policy in Kenyan Secondary Schools: Challenges and Opportunities. Social Sciences and Humanities Open (SSHO).

Chiramba, O., Motala, S., & Sayed, Y. (2022). Towards Transforming Teaching and Learning in Higher Education: A Decolonial Perspective. Journal of Curriculum Perspectives.

Keane, M., Raciti, M., Van der Westhuizen, G., Motala, S., Stanton, S., Gilbey, K., Msimango, S., Manathunga, C., & Qi, J. (2022). Indigenous Knowledge Systems in South Africa and Australia: Transforming Doctoral Education. Journal of Curriculum Perspectives.

Masutha, M. (2022). Are Fees Really Falling? Interest-Convergence, Interest-Divergence, Betrayal and a Violent Road a Free Higher Education in South Africa. Mehran University Research Journal of Engineering and Technology.

Matsepe, D., & Mugwena, M. (2022). Re-Considering Climate Change Education into Curriculum and Assessment Policy Statement (CAPS) in South Africa. Journal of Education.

McDonald, Z. (2022). Decoloniality, Bureaucracy and the Organisation of Teaching and Learning in Post-Apartheid Education Policy. Academia.

McDonald, Z. (2022). Women’s Position in the Generation, Reproduction and Dissemination of Religious Texts: The Case of a Deobandi Aligned Madrasa in South Africa. Religion and Theology.

Mokgahloa, T., Du Plessis, A., & Weber, E. (2022). The Curriculum and Assessment Policy Statement (CAPS): Managerial Control Versus Teacher Autonomy. Perspectives in Education.

Msimango, S. (2022). Student Autonomy and Access to Postgraduate Studies in Two South African Universities. Journal of Education.

Msimango, S., & Motala, S. (2022). Mentorship in Undergraduate Studies – Building Block for Postgraduate Success. Journal of Student Affairs in Africa.

Msimango, S., & Motala, S. (2022). Gendered ‘Leaky Pipelines’ in Higher Education: Towards a Supervision Framework for Breaking Through the Glass Ceilings. Journal for New Generation Sciences.

Seutloali, M., & McDonald, Z. (2022). Factors Influencing Undergraduate Students’ Attitudes Towards Blended Learning. Review of Higher Education.

Book chapters: published (2022) 

Akala, B (2022). Theorising Feminist Voices in the Curriculum in an African University. In Decolonising African University Knowledges, Volume 1 (pp. 68-83). Routledge.

Chiramba, O., & Maringe, F. (2022). State-Less, Identity-Less and Miseducated: The Experience of Refugee Students in Higher Education in South Africa. In E. Walton & R. Osman (Eds.), Pedagogical Responsiveness in Complex Contexts. Inclusive Learning and Educational Equity (Vol. 9, pp. 37-54). Springer, Cham. https://doi.org/10.1007/978-3-031-12718-2_3

Chiramba, O., & Maringe, F. (2022). Organisational Resilience as an Urgent Strategic Goal in Post-COVID-19 Higher Education in South Africa. In E. Mogaji, V. Jain, F. Maringe & R.E. Hinson (Eds.), Re-Imagining Educational Futures in Developing Countries (pp. 39-63). Palgrave Macmillan, Cham.

Keane, M., Khupe, C., & Mpofu, V. (2022). Reflections on Transformation: Stories from Southern Africa. In A. Nicolaides, S. Eschenbacher, P. Buergelt, Y. Gilpin-Jackson, M. Welch & M. Misawa (Eds.), The Palgrave Handbook of Learning for Transformation (pp. 521-536). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-84694-7_29

Maringe, F., & Chiramba, O. (2022). The 4IR and Teacher Education in South Africa: Prospects for New Imaginaries. In F. Maringe & O. Chiramba (Eds.), The 4IR and Teacher Education in South Africa: Contemporary Discourses and Empirical Evidence. Disruptions in Higher Education: Impact and Implication (Vol. 2, pp. 169-182). AOSIS, Cape Town. https://doi.org/10.4102/Aosis.2022.BK306.11

Maringe, F., & Chiramba, O. (2022). The Emerging Discourse of the 4IR: Theoretical and Conceptual Overview in The Context of Teacher Education on South Africa. In F. Maringe & O. Chiramba (Eds.), The 4IR and Teacher Education in South Africa: Contemporary Discourses and Empirical Evidence. Disruptions in Higher Education: Impact and Implications (Vol. 2, pp. 1-15). AOSIS, Cape Town.

McDonald, Z. (2022). The South African Postconflict Context Reproductive or Transformative Values in Teacher Education? In N. Mead (Ed.), Moral and Political Values in Teacher Education Over Time International Perspectives (1^st ed., pp. 115-135). Routledge, London. https://doi.org/10.4324/9781003219507

Menon, K. & Castrillon, G. (2022). Quality Assuring Unknown Territory: Reviewing the University of Johannesburg’s Pandemic Teaching and Learning Approach. In Anette Janse van Vuren (Ed.), Academic Libraries – Reflecting on Crisis, the 4^th Industrial Revolution and the Way Forward (pp. 33–55). University of Johannesburg Press.

DOI: https://doi.org/10.36615/9781776402304-03

https://ujonlinepress.uj.ac.za/index.php/ujp/catalog/view/56/157/496

Menon, K., Parekh, A. and Sinha, S. (2022). Steering and Rowing through a Crisis: Pandemic Leadership in Higher Education. In Anette Janse van Vuren (Ed.), Academic Libraries – Reflecting on Crisis, the 4th Industrial Revolution and the Way Forward (pp. 13–31). University of Johannesburg Press. DOI: https://doi.org/10.36615/9781776402304-02

https://ujonlinepress.uj.ac.za/index.php/ujp/catalog/view/56/157/496

Samoff, J., & Carrol, B. (2022). Education For All in Africa: Not Remediation, but Transformation and Innovation. In C. A. Torres, R. F. Arnove & L. A Misiaszek (Eds.), Comparative Education: The Dialectic of The Global and the Local (Lanham, MD: Rowman & Littlefield, Fifth Edition.

Weber, E., & Joubert, V. (2023). Postcolonialism in the movies and the narratives of South African and international students at the University of Pretoria. In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education, 4th edition. Elsevier. B978-0-32-3958080

Weber, E., & Sehoole, C. (2023). Higher Education Policy and Governance. In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education, 4th edition. Elsevier. B978-0-32-3958080

Weber, E., & Sehoole, C. (2023). Introduction. In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education 4th edition. Elsevier. B978-0-32-3958080

Book chapters: accepted (2022)

Akala, B. (2022). Gender and The Politics of Equity: Improving Access and Participation in South African Education, Research Handbook on Sociology of Gender. Edwards Elgar Publishers.

Baijnath, N., Motala, S., & Menon, K. (2022). The Fourth Industrial Revolution, Tertiary Education, and Teaching and Learning in The Context of Development in South Africa. In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th ed).

Behari-Leak, K., Samuel, M., Ramrathan, L., Maringe, F., & Keane, M. (2022). Decolonising Supervision. In K. Yassim (Ed.), Leading Online Learning: Participatory Supervision as a Pathway for Cultivating Postgraduate Research Communities. Routledge.

Chiramba, O., & Maringe, F. (2022). Beyond Recovery: Integrating Resilience of Educational Institutions in The Post-COVID-19 Era. In F. Maringe & O. Chiramba (Eds.), The Move to University Online Teaching and Learning in the COVID-19 Era: Equity and Epistemic Justice Perspectives. Palgrave Macmillan.

Cross, M., & Matsepe, D. (2022). Leaders, Leadership and Change in The South African Democratic Teachers’ Union. In M. Cross, D. Matsepe, & L. Govender (Eds.), The South African Democratic Teachers’ Union (SADTU) and the Struggle for Professional Unionism. University of Kwazulu-Natal Press.

Keane, M., Khupe, C., & Mpofu, V. (2022). Reflections on Transformation: Stories from Southern Africa. In A. Nicolaides, S. Eschenbacher, P. Buergelt, Y. Gilpin-Jackson, M. Welch, M. Misawa (Eds.), The Palgrave Handbook of Learning for Transformation. Springer: Nature.

Maringe, F., & Chiramba., O (2022). Colonisation and Epistemic Injustice Revisited: A Reflection on Emerging Themes. In F. Maringe (Ed.) Antecedents of Decolonisation in Higher Education in Post-Colonial Societies. Routledge: UK.

Maringe, F., & Chiramba, O. F (2022). Decolonising Ethics in Researching with International Students. In J. Mittelmeier, S. Lomer & K. Unkule, Research with International Students: Critical Conceptual and Methodological Considerations. Routledge: UK.

Masutha, M., & Motala, S. (2022) Funding (In)Equity in South African Higher Education – Fuelling or Failing Futures? In E. Woldergiorgis & S. Motala (Eds.), Creating the New African University. Brill Publishers.

Masutha, M. (2022). What’s The Problem Represented to Be? The Dangers of a Single Story Through Which the Problem of Non-Completion Amongst Financial Aid Funded Students Has Been Represented in South African Higher Education. In E. Weber & C. Sehoole (Eds.), International Encyclopedia of Education. Elsevier.

McDonald, Z. (2022). Moving From a Madrasa Situation to The Process of Doctrinal Development: An Explication of The Extended Case Method in the Study of Islam. In A. Aghdassi & A. Hughes (Eds.), Supplements to Method and Theory in the Study of Religion (pp 230-252), Brill.

Menon, K., & Castrillón, G. (2022). Reschooling’ Higher Education: The Dynamics of Curriculum in South Africa. In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th ed.). Elsevier. B978-0-12-818630-5.02040-6.

Samoff, J. (2022). Institutionalizing International Influence. In C. A Torres, R. F Arnove & L. I. Misiaszek (Eds.), Comparative Education: The Dialectic of the Global and the Local. Lanham, MD: Rowman & Littlefield, Fifth Edition.

Samuel, M., Bahari-Leak, K., Ra, L., & Keane, M. (2022). Decolonising The Doctorate. In K. Yassim (Ed.), Epistemic Disruption: Reimagining Knowledge Creation in a Digital Era. Routledge.

Seehawer, M., Khupe, C., & Keane, M. (2022). On The Impossibility of Instrumentalising Indigenous Methodologies and Indigenous Knowledges for the Sustainable Development Agenda. In M. Mba, A. T. Johson, W. L. Filho & S. Ajaps (Eds.), Indigenous Methodologies, Research and Practices for Sustainable Development. Springer.

Sipuka, P.B., & Motala, S. (2022). Exploring The Professional Identity of University Academics: ‘Becoming’ A University Teacher. In R. J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th Ed.). Elsevier. B978-0-12-818630-5.02040-6

Wisker, G. (2022). Decolonising The Literary Doctorate. In C. Beyer (Ed.), Decolonising the Literary Curriculum. London: Palgrave.

Book chapters: under review (2022)

Akala, B -Gender and the Politics of Equity:  Improving Access and Participation in South African Education. In Research Handbook on Sociology of Gender. Edwards  Elgar Publishers.

Baijnath, N. (2022). Policy and Regulation in South Africa: From Ideals to Effects. In T. Jaffer, S. Govender & L. Czerniewicz (Eds.), Learning Design Voices – Perspectives from The Margins. UCT.

Keane, M., Khupe, C., & Mpofu, V. (2022). Reflections on Transformation: Stories from Southern Africa. In A. Nicolaides, S. Eschenbacher, P. Buergelt, Y. Gilpin-Jackson, M. Welch, M. Misawa (Eds). Pedagogy of the Marginalized: Overcoming Educational Limitations and Barriers in Southern Africa. The Palgrave Handbook of Learning for Transformation. Springer: Nature.

Maringe, F., & Chiramba, O., (2022). Boundary Knowledges in Conversation: Imagining the Future of Higher Education Using Transdisciplinary and Decoloniality Lenses. AMCHES. Editor and publisher to be confirmed.

Maringe, F., & Chiramba, O. (2022). Teacher Education in The Post-COVID-19 Era: A Prospective View. In F. Maringe & O. Chiramba (Eds.), The Move to University Online Teaching and Learning in the COVID-19 Era: Equity and Epistemic Justice Perspectives. Palgrave.

Masutha, M.M. (2022). Non-Completion Amongst Black Working-Class Students in South African Universities: The Dangers of a Single Story. In R. J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th ed.). Elsevier. B978-0-12-818630-5.02040-6

Motala, S., Naicker, S. R., & Msimango, S. (2022). The South African Context: Participatory Supervision and Scholarship-Re-Imagining the Future. In K. Yassim (Ed.), Epistemic Disruption: Reimagining Knowledge Creation in a Digital Era. Routledge

Motala, S., Chiramba, O., & Sayed, Y. (2022). The Decolonial Turn in South African Higher Education: Academic Leadership in Times of Crisis.  In E Woldegiorgis & L Govender, (Eds.), Epistemic Disruption: Reimagining Knowledge Creation in a Digital Era. Brill.

Samuel, M., Bahari-Leak, K., Ra. L., & Keane, M. (2022). Decolonising the Doctorate. The South African Context: Participatory Supervision and Scholarship-Re-Imagining the Future. In K. Yassim (Ed.), Epistemic Disruption: Reimagining Knowledge Creation in a Digital Era. Routledge.

Seehawer, M., Khupe, C., & Keane, M. (2022). On the Impossibility of Instrumentalising Indigenous Methodologies and Indigenous Knowledges for the Sustainable Development Agenda. In M. Mba, A. T. Johson, W. L. Filho & S. Ajaps (Eds.), Indigenous Methodologies, Research and Practices for Sustainable Development. Springer.

Wadee, A. A., & Keane, M. (2022). Academic Mentoring. In J. Jansen & E. Weber (Eds). What Do You Profess, Professor? Transformation, Policy Studies and Identity in Education. African Minds.

Books: published (2022)

Maringe, F., & Chiramba, O. (Eds.). The 4IR and teacher education in South Africa: Contemporary discourses and empirical evidence. Disruptions in Higher Education: Impact and Implication (Vol. 2. pp. 169–182), AOSIS, Cape Town. https://books.aosis.co.za/index.php/ob/catalog/book/306

Books: accepted (2022)                                    

Maringe F., & Chiramba, O. (2022) (Eds.). The Move to University Online Teaching and Learning in the COVID-19 Era: Equity and Epistemic Justice Perspectives. Palgrave.

Conference, seminar and webinar presentations

Chiramba, O., Motala, S., & Sayed, Y. (2022). Towards Transforming Teaching and Learning in Higher Education: A Decolonial Perspective. Narrowing The Gap Beyond Tokenism Conference, University of Johannesburg, 21-23 February 2022.

Chiramba, O., Motala, S., Sayed, Y., and Williams, T (2022). Epistemic disruptions in higher education: Reimagining teaching and learning beyond the COVID-19 challenges in South Africa. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Ndofirepi, E. S., Banda, T, S., Chiramba, O. F. (2022). Access and success in Higher Education: Lived experiences and aspirations beyond hurdles. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Chiramba, O. (2022). Virtual Round Table Discussion: Re-Imagining Educational Futures in Developing Countries. Centre for Multidisciplinary Research and Innovation (CEMRI), 30 April 2022.

Chiramba, O., & Motala, S. (2022). Epistemic Disruptions and Social Justice: Reimagining Teaching and Learning in Higher Education in Times of Increasing Inequalities. Panel Presentation: Teaching, Teachers and Teacher Education: The Role of Teachers During Times of Uncertainty. Comparative and International Education Society (CIES), 19-22 April 2022.

Chiramba, O., & Motala, S (2022). Leading Teaching and Learning in Higher Education During Crisis. Re-Imagining Research and Teaching and Learning During Times of Crises. National Institute of Human and Social Sciences Seminar, 30-31 May 2022.

Chiramba, O. (2022). The 4IR and Teacher Education in South Africa: Challenges, Opportunities and Successes. Re-Imagining Research and Teaching and Learning During Times of Crises. National Institute of Human and Social Sciences Seminar, 30-31 May 2022.

Govender, L. & McDonald, Z. (2022). Epistemic Access and Success of Historically Marginalised Students in South Africa: The ‘New Normal’. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Joubert, V., Weber, E., & Motala, S. (2022). Problems in South African Higher Education Language Policy. South African Education Research Association  (SAERA) Conference, 26-28 October 2022.

Keane, M. (2022). Establishing A Writing Practice Remotely: A WhatsApp Course for Academics. 10^th European Conference on Education (ECE2022). International Academic Forum (IAFOR), London, July 14-17 2022.

Keane, M., Van der Westhuizen, G., Khupe, C Msimango, S. (2022). Voices Of Elders: What Knowledge Matters and Who Decides? South African Education Research Association  (SAERA) Conference, 26-28 October 2022.

Manathunga, C., Qi, J., Raciti, M., Gilbey, K., Motala, S., Msimango, S., Keane, M., & Van der Westhuizen, G. (2022). Indigenous Knowledge Systems in Australia and South Africa: Transforming Doctoral Education. Narrowing The Gap Beyond Tokenism Conference, University of Johannesburg, 21-23 February 2022.

Maringe, F., & Chiramba, O. (2022). Boundary Knowledges in Conversation: Imagining the Future of Higher Education Using Transdisciplinary and Decoloniality Lenses. 10th Teacher Education and Interdisciplinary Research (TEIR) International Conference, 4-7 April 2022.

Matsepe, D. (2022). Re-Considering Climate Change Education into Curriculum and Assessment Policy Statement (CAPS) in South Africa. National Institute of Human and Social Sciences Seminar, 30-31 May 2022.

Matsepe, D. (2022). Embracing An Academic Career: Context, Choice and Agency. Comparative and International Education Society (CIES) 66th Annual Conference, Virtual, 18-22 April 2022.

Matsepe, D. (2022). Re-Imagining Successful Academic Identity Within Subjectivity and Agency Under the Constraint Conditions in Selected South African Universities. Teacher Education and Interdisciplinary Research (TEIR) International Conference, 4-7 April 2022.

Matsepe, D. (2022). Embracing An Academic Career: Context, Choice and Agency. Comparative and International Education Society (CIES) 66th Annual Conference, Virtual, 18-22 April 2022, Minneapolis.

McDonald, Z., & Xaba, N. (2022). Holistic Evaluation of Education Interventions: Cases of Evaluating Qualification Frameworks. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

McDonald, Z., Xaba, N., & Shiohira, K. (2022). Alternative Pathways to Teacher Education: Learning to Teach Over Time in SA. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Motala, S. (2022). The Dilemmas and Challenges of Achieving Free Higher Education in South Africa – Equity Considerations. IPATC Book Launch, 8 June 2022.

Motala, S., & McDonald, Z. (2022). Epistemic Access and Success of Historically Marginalised Students in South Africa: The ‘New Normal’: Quantitative Overview. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Msimango, S., & Motala, S. (2022). The Exploration of ‘Leaky’ Pipelines: Gendered Trends in Doctoral Access and Success. Online Supervision Conference, 15-18 March 2022.

Msimango, S. (2022). Online Supervision During a Global Pandemic in South Africa: An Opportunity for Enhancing Supervision Practice. National Institute of Human and Social Sciences Seminar, 30-31 May 2022.

Msimango, S. (2022). Using Knowledge from Commerce and Management Discipline for Social Justice: Postgraduate Students’ Voices. South African Education Research Association (SAERA) Conference, 26-28 October 2022.

Samoff, J. (2022). Collaborative Reflections with 2021 CIES Honorary Fellow Dr. Joel Samoff, Comparative and International Education Society. (Virtual), 7 March 2022 https://www.youtube.com/watch?v=kr_o4sQScO8

Samoff, J. (2022). Remembering Crawford Young, Symposium on the Intellectual Legacies of Professor M. Crawford Young, University of Wisconsin, Madison, April 2022.

Samoff, J. (2022). Public Policy, Research, and Foreign Aid: Dimensions of the Financial Intellectual Complex. Symposium on the Intellectual Legacies of Professor M. Crawford Young, University of Wisconsin, Madison, April 2022.

Samoff, J. (2022). Plus ça Change: Research On Education in Africa, University of Wisconsin, Madison, April 2022.

Samoff, J. (2022). Co-Constructing Knowledge: Obstacles and Strategies. Co-Construction of Knowledge and Research for Sustainable Futures, World Higher Education Conference, Barcelona, May 2022 (Virtual).

Van der Westhuizen, G., & Keane, M. (2022). What Supervisors Identify as Key Issues in Supervision Having Engaged with Cognitive Justice Dialogues. 8th Postgraduate Supervision Conference 2022. Transitions, Trajectories and Transformations in Postgraduate Supervision: The Times They Are A-Changing, 15-18 March. University of Stellenbosch.